Inclusive Education is a programme where special education students are placed in mainstream classes with normal students. This study attempts to identify the acceptance and readiness of mainstream teachers and students’ performance in Inclusive Education programme. Using quantitative method, the study focused on teachers from 17 schools in three districts in Sabah, Malaysia. Teachers’ acceptance and their readiness and students’ performance are measured through survey. Through the items assessed, the average mean score on the mainstream teachers’ acceptance and their readiness level, and students’ performance has a mean value of more than 3.00 which indicats that the teachers are positive and they are acceptive towards the presence of special students. The t-test on the teachers’ acceptance and readiness level and their gender factor shows no significant relations. Thus, the gender is not affecting teachers’ acceptance level. Furthermore, Correlation results on teachers’ acceptance level shows positive relationships. Therefore, the results of this study show that mainstream teachers are more acceptive and willing to teach special education students. However, gender, age, education qualification and teaching experience of the teachers do not affect the level of teachers’ acceptance. Overall, the results of this study shows that mainstream teachers are positive and ready to teach students who have learning disabilities.