The inclusion of students with special educational needs was recently adopted as the national educational policy in Chile. The intention of this policy is to increase the quality of education and equity for all students as outlined in the Salamanca Statement. The adoption of this policy in nation states has created tension and resistance; challenging educational systems to change, transform, re-align and redesign as school systems wrestle with the complex processes of including students with special educational needs. As a result of limited research on inclusive education in Chile and based on previous studies examining this challenging mandate, it was considered imperative to develop a system of data analysis which would focus on educators' perceptions and attitudes, while eliciting recommendations for its successful implementation. Three themes of general attitudes, implementation and recommendations were determined by the responses received from focus groups. The outcomes of this study showed tendencies common to other countries and unique concerns which merit attention, at the international, national and local authority levels.