Inclusion of students with disabilities has been mandated through special education laws and policies, yet conflicts continue to exist between those mandates and their application. Varying definitions of inclusion, confusion regarding the required standards, and a lack of resources has led to a need for further research and effective training. This study used a descriptive and non--experimental correlative research design, and a multiple regression analysis was conducted on each of the dependent variables. This study surveyed 402 general and special education teachers in the Jazan region of the Kingdom of Saudi Arabia. Using the "Opinion Relative to Integration of Students with Autism" (ORI) online survey, the study examined these teachers' perceptions regarding the full inclusion of students with Autism Spectrum Disorder (ASD) in elementary school settings in Saudi Arabia. Additionally, this study investigated several factors that influence teachers' perceptions, including the teachers' age, level of education, gender, years of experience, position type, and the courses taken regarding a student with a disability. The study analyzed the data to better understand teachers' perceptions and the impact they have on the students they teach. The researcher found that the relationship between the independent variables and benefit of inclusion was not significant However, the researcher found that the relationship between the independent variables and inclusive classroom management was significant. Years of experience and having taken a course regarding students with disabilities were significant independent variables. Additionally, the relationship between the independent variables and ability to teach students with autism was significant. Years of teaching experience was a significant independent variable. The relationship between the independent variables and special vs. inclusive general education was also significant. Years of teaching experience and having taken a course regarding students with disabilities were significant independent. The findings partially support the researchers' hypotheses. Overall, teachers with less experience had a more positive perception of inclusion of students with ASD in general classrooms than those who have had more experience.