Grounded in Positioning Theory, this study was conducted to examine the attitude, perceptions and concerns of Kenyan teachers toward the inclusion of children with disabilities in the regular education classrooms. The study participants were 142 primary school teachers from 10 schools in a school district in Western Kenya deliberately selected from schools identified as actively implementing inclusive education programs. A concurrent Mixed Methods design was used to collect, analyze and interpret data for the study. The overall findings indicated that teachers have a positive attitude towards...