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Teachers' attitudes about their students influence how they will act to meet those students' needs. This study is an interrogation of teacher attitudes of inclusion using Foucault's "Box of Tools" as methodology to frame the analysis, and using interpretive inquiry as the method of data analysis. Additionally, an historical overview of the discourse of inclusion reveals the accepted academic discourses, while an examination of official Alberta Education policy documents frame the official discourse(s) of inclusion in Alberta.