Teachers are the principal players and actors who make inclusion happen and succeed in any country. Can there be an effective inclusive education practice in Ghana without positive teacher dispositions? Teacher characteristics were examined for their relationship with attitude towards inclusive education in regular schools. With a sample of one hundred and thirty-two (132) professional teachers from 16 Basic schools located in the Cape Coast Metropolis, teacher characteristics such as gender, school location, teaching experience and professional qualification were found to be statistically insignificant with respect to differences in attitude towards inclusive education. Results were supportive of earlier studies on teacher characteristics undertaken in some countries such as UK, US and Haiti. Implications of these findings are discussed and some useful recommendations are provided for teachers, educators and policy makers and implementers in Ghana.