OBJECTIVE: Objective of this study was to find out the attitudes of parents about integration of children with special needs in regular schools, and if there are any differences in attitudes considering gender, qualifications, marriage status, and if parents' children attend classroom teaching (from 1st to 4th grade) or if they have special subject teachers (from 5th to 8th grade). STUDY DESIGN: This is cross-sectional study. PARTICIPANTS AND METHODS: Participants were parents of children attending Elementary school Vladimir Nazor in Čepin. Parents of children attending classroom teaching numbered 120, while parents of children having special subject teachers also numbered 120. The questionnaire used for this study was the Questionnaire on Attitudes towards Inclusion of Children with Special Needs in Regular Schools and could be answered on a scale from 1 to 3. Aside from demographical data (gender, qualifications and marriage status), the questionnaire also contained 30 views that refer to attitudes of parents towards children with special needs and their influence on other children. RESULTS: 231 (96,3 %) participants think that children with special needs have a right to associate themselves with children from regular schools and 196 (81,7%) participants think that it should happen everyday. 209 (87,1 %) participants think that children from regular schools are able to greatly influence development of children with special needs. Significantly more participants with a higher education think that children with special needs will develop and prepare for life better if they associate themselves with peers from regular schools (Fischer's exact test, P = 0,001). CONCLUSION: There are differences considering the type of teaching (classroom teaching vs subject teaching), however there are no statistically significant differences in attitudes of parents whose children attend classroom teaching and parents whose children have special subject teachers.