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The purpose of the study was to describe the relationship between teachers’ perceptions of school climate and their attitudes towards inclusion. An online survey was completed by 816 preschool teachers in Shanghai, China who responded to items regarding their demographic characteristics, perceptions of school climate and attitudes towards inclusion. Results of the study indicate that attitudes of regular preschool teachers towards inclusion are generally positive but mixed with concerns; regular preschool teachers’ perceptions of school climate are positive which indicates favorable environmental conditions to implement inclusion; and more positive teachers’ perceptions of school climate are associated with more positive teachers’ attitudes towards inclusion. The Chinese government and education administration are encouraged to promote the creation of positive school climate as this correlational study suggests that school climate may affect teachers’ attitudes. Implications and suggestions for future study are

Impacts of School Climate on Preschool Teachers’Attitudes towards Inclusion of Students with Special Needs in China