In Austria inclusion is strongly increasing and special schools seem to be disappearing. Thus, students’ attitudes towards disabled children will play an important role in inclusion. A total of 549 primary students (grade 4) and 566 secondary students (grade 7) from inclusive and regular classrooms from Austria participated in the study. The sample includes 126 students with disabilities and 989 typically developing students. The attitudes towards disabled children were measured with a short version of the Chedoke-McMaster Attitudes towards Children with Handicaps Scale (Bossaert & Petry, 2013), using four descriptions of different disabilities. A multivariate variance analysis with repeated measures shows that the kind of disability plays an important role for students’ attitudes (F=134.68; p< .01; Eta2= .27). The attitudes towards the physical disabled child and the child with learning disability are more positive than those towards the mentally disabled child as well as the child with behavioral disorders. Differences were neither found between primary and secondary school students, nor between students from inclusive and regular classrooms. Disabled children have a (slightly) more positive attitude towards physically disabled children than non-disabled children (F=10.64; p< .01; Eta2= .01).