The purpose of this paper is to provide a systematic inventory of all international scientific papers, in English and French, published between 1975 and 2015 on the attitudes of physical education (PE) teachers toward the inclusion of students with disabilities in their classrooms. To achieve this objective, we have collected 26 papers using electronic databases and seven inclusion criteria. The qualitative analysis of these papers reveals three discussion points: (a) the relationship between factors intrinsic to teachers and their attitudes; (b) the relationship between the characteristics of students with disabilities and teachers’ attitudes; and (c) the impact of the nature of PE teachers’ attitudes on their teaching practices. We conclude with a summary of the contributions and the limits of this work, and suggestions for training and research directions.