Intellectual disabilities are a sub-average/ significant limitation in both functional and adapted daily living activity. Attitude problems, lead to psychological and emotional difficulties and hindering student with intellectual disabilities integrated education. This study focused on examining teachers’ attitudes and the factors that affect their attitude. This study was conducted in Amhara regional state of south Gonder, Dera Woreda Primary School. The study used a mixed research approach explanatory sequential mixed research design was employed; Regular teachers were the targeted population. purposive samplingwere employed to select key informants, comprehensive sampling for schools, and stratified simple random sample was administed to select quantitative respondents. The data are obtained from regular teachers; data collected from primary sources, the primary data collected through in-depth interviews and questionnaires. The questionnaires consist of 30 Likert scale items’ validity and reliability certified by educational experts. Qualitative data was collecting next to quantitativedata. Descriptive and inferential statistics were administered to analyses quantitative data (statistical package of 20 versions) whereas, thematic case-by-case analysis method was employed for qualitative data . Teachers had aneutral attitude. There was no significant mean score difference between sex and among age and teaching experience but there was in educational qualification. Students and teacher-related factors were affects teachers’ attitudes towards SWIDs. Qualitative finding showed that teachers’ had negative attitude. The schoolshould be provided training for awareness creation and enphasis educational qualification.