Education of children with disabilities has shifted from segregated special schools to inclusion in mainstream education schools and classrooms. As people with disabilities challenged the stigmatizing and limiting nature of segregated education, and gave voice to their anger and dissatisfaction, issues of equality of access and educational opportunity gained impetus and integration became center stage. Children with or without disabilities have the same rights to educational opportunities under the United Nation Convention on the rights of the child. The commitment of teachers to inclusivity depends entirely on their attitudes towards inclusion. This formed the basis of this study. The study aimed at establishing the attitudes of teachers towards inclusion, their commitment to inclusion and the relationship between teachers attitude and their commitment towards inclusion. A survey design was employed to acquire both qualitative and quantitative data using census approach, where all the 82 teachers of the four public schools that offer inclusive education in Bahati Sub-County were used as respondents. A questionnaire was employed as the main research instrument containing short structured questions which were on a Likert scale. Data was analyzed using the statistical package for social sciences (SPSS) version 21 software. Data was presented in form of descriptive (frequencies, means and standard deviations) and inferential statistics. The study found out that teacher s attitude had high positive and significant relationship with affective commitment of teachers. Thus, enhancing teachers attitude improves teachers commitment in inclusive schools. It was thus concluded that teacher s attitude is important in determining teachers affective commitment in inclusive schools. The study recommended that the school management teams should put in place mechanisms that improve teachers attitude towards inclusive learning. Additionally, it was recommended that teachers should attend short term courses relating to inclusive learning to enhance their knowledge on inclusive education.