The purpose of the current study was to investigate primary teachers’ attitudes towards including pupils with intellectual disabilities in ordinary schools. In particularly, their willingness to teach pupils with intellectual disabilities in the same classes with ordinary pupils was established. The survey design was used and an attitude scale adapted from Larivee and Cook (1979) was used to collect data. The sample included 130 primary teachers randomly drawn form 12 primary schools in each of the sub county and town council administrative establishments in Abim district. The study was based on the Icek Ajzen’s theory of planned behaviour which was chosen due to its relevance to the understanding of attitudes and behaviour. Descriptive statistics showed that 77.2 % of the teachers in the sample were totally untrained in the field of special needs education and most teachers taught in generally large if not overcrowded classes. Teachers’ attitudes were found to be almost positive towards inclusion and they were generally very willing to teach pupils with intellectual disabilities in ordinary school classes. A Pearson’s correlation coefficient showed that there was a strong and significant positive correlation between attitudes and willingness, since an increase in attitudes tended to correspond with an increase in willingness. The independent samples t-test disclosed that there was a slightly significant relation between attitudes and training level in special needs education, but there was no significant relation between attitudes and gender and teaching experience. The one way analysis of variance revealed that the attitudes of teachers varied significantly in relation to class size and practical experiences gained from teaching pupils with intellectual disabilities. In the light of the findings, it was concluded that there was a positive prospect for implementing inclusive education in Abim district since teachers’ attitudes were overall almost positive. The study therefore recommended that there was a need to boost teachers’ confidence and instructional competencies through organising short term training at district level in the field of special needs education in general and inclusive education particular.