According to the Regulations of Special Education program and Institutes of Saudi Arabia (RSEPI), students with disabilities can be educated in general education classrooms with nondisabled peers. However, hard of hearing students are still educated full-time in self-contained classrooms. One of the possible reason for not including hard of hearing students in general education classrooms is teachers' attitudes toward inclusion. Therefore, this study investigates the attitudes of teachers who exclusively teach hard of hearing students and the attitudes of general education teachers toward the inclusion of hard of hearing students in general education classrooms in elementary schools in Saudi Arabia. In addition, this research examines the possible factors that might affect these two groups of teachers' attitudes about the inclusion of students who are hard of hearing; the factors include: the current teaching position (general or special education teacher), level of education, gender, previous inclusive teaching experience, years of teaching, the presence or absence of family members with disabilities, and training in inclusive education. Three hundred Saudi male and female teachers completed the Opinions Relative to Integration of Students with Disabilities (ORI) survey. Multiple Linear Regression and descriptive statistics were used to answer the research questions. The findings indicated that very little of variance in teachers' attitudes toward inclusion of hard of hearing students is explained by the independent variables. Also, the findings reveal that one of the seven independent variables has significant relationship with teachers' attitudes toward inclusion of hard of hearing students. Finally, teachers of students with hard of hearing and general education teachers in elementary schools in Saudi Arabia have neutral attitudes toward the inclusion of hard of hearing students.