Like many countries around the world, the Saudi Arabian Ministry of Education has enacted regulations and policies that promote inclusive learning in a manner that ensures that students with disabilities are taught in regular schools instead of separate schools. This is consistent with various international practices that advocate for the teaching of students with disabilities in less restrictive environments. Restrictiveness can be a social context or attitude. The majority of findings, it is evident that educators in Saudi Arabia wrongly perceive the concept of inclusion. They see it as a partial practice rather than a full-time practice that should strive to promote a sense of belonging while at the same time allowing for active participation in academic and social processes. The study attempted to explore an important aspect of the complex and multidimensional process of full inclusion of with students with visual impairments in standard classroom settings. As well as the study investigated the attitudes of Saudi Arabian teachers towards the inclusion of students with visual impairments in Saudi Arabia's education system, specifically general education classrooms. The study developed hypotheses and shed light on the attitudes of instructors teaching students who were visually impaired. This study used a quantitative research methodology to investigate the perceptions of teachers with reference to the following factors: 1) gender, 2) whether an educator had worked in a regular or special education background, 3) training either before or during teachers' employment, 4) prior teaching of students with visual impairments, and 5) teachers' years of experience in the profession of teaching. Out of 800 teachers, 516 teachers responded to the survey; the response rate was 64.5%. The mean of the overall teachers' attitudes was 3.96, and standard deviation was 0.45. The coefficient reliability estimate (Cronbach alpha) for this scale was .848. Out of all the statistical tests conducted to answer the research questions, the statistically significant difference was found only between teachers who had received training and those who had not received training to teach students with visual impairments. Further research should focus on why trained teachers' attitudes were significantly more positive than untrained teachers.