Objective: The aim of this study was to examine the principals' attitude toward inclusive education of students with special needs in Qom province. Method: A sample consisting of 113 principals of elementary and middle schools was selected randomly. Using the inclusive education Attitude-Assessment Questionnaire(saeidy & solymanvandi, 1386), attitudes toward inclusive education and related factors were measured. For statistical analysis, one sample t-test, Kruscal-Wallis, and U Mann-Whitney were used. Results: Obtained total score indicated a positive attitude towards inclusive education as a (p≤ 0.001); however, among related six factors (i.e., inclusion philosophy, competency sense, relationship between students with and without special needs, provided support for inclusion, learning climate and outcomes of inclusion), only the last two ones gained positive attitudes. Also, results revealed that experience in education of students with special needs, as well as in-services education regarding inclusion education, were positively related to the principals' attitudes, but the school area (city or country) and the certificate degree had no significant impact on their attitudes. Conclusion: It could be concluded that principals who are experienced in special education might be more competent in education of students with special needs. In addition, it would be useful to plan and present workshops regarding inclusive education.