Inclusive education may be understood in the way that allows students with special needs to be placed to receive instruction in the mainstream classes and to be taught by mainstream teachers. Novice teachers or teachers with differential levels of teaching experience, belonging to urban-rural background may have a differential attitude towards inclusive education set up. Keeping this in mind, the present study was conducted to study the attitudinal dispositions of elementary school teachers towards inclusive education with reference to gender, teaching experience and locality. Descriptive research design was followed for carrying out the study. The data was collected from the 120 elementary school teachers of Choudwar block and Cuttack city of Odisha. The sample was selected through stratified random sampling technique. A self-developed five-point attitude scale was used for collection of data. The findings of the study revealed that, gender, teaching experience and locality were the factors for developing differential attitudes among the teachers as there were significant differences in the mean attitude scores of elementary school teachers towards various aspects of inclusive education with reference to gender, teaching experience and locality.