According to the Sustainable Development Goals (SDG), most governments must enact laws to ensure that all students have access to education. Inclusive education acknowledges that students come from a variety of backgrounds and have a variety of traits, including varying learning capacities and cognitive development. The goal of this study was to investigate the attitudes of Palestinian teachers towards inclusive education and identify the challenges they face while implementing inclusive education. This study adapted a mixed design; quantitative data were collected from schoolteachers by questionnaire and a qualitative data was gathered by some of these school teachers. Results show positive attitudes of schoolteachers towards inclusion. Challenges included: struggling with the implementation of inclusive education, lack of support for these transformative practices, and parents' cooperation being stated after analyzing the data.