The United Arab Emirates has always been keen to integrate students with special needs in mainstream classrooms. This study provides a basic background about the present types of programs and services offered within the UAE schools with respect to individuals with special needs. It also explores teachers’ attitudes towards the inclusion of children with special educational needs in the UAE mainstream schools. Data obtained from a bilingual English-Arabic questionnaire which targeted about 30% of the teachers involved in teaching students with disabilities in UAE private and public inclusive schools indicated that the participant teachers were generally unsatisfied about inclusive education in their schools. Teachers’ concern was due to a lack of financial support for resources and services; a lack of qualified special education professionals; a lack of proper training for teachers in mainstream classrooms, and a lack of knowledge about inclusion among senior-level administrators. Further, these teachers expressed common concerns such as teachers’ time taken away from the rest of the students, class size, and safety of children with special needs. Such teachers’ concerns might be justified as inclusion is relatively a new educational philosophy practiced in the country.