The goal of this study was to explore how teachers perceived Inclusion of Students with Autism Spectrum Disorder (ASD). Total hundred (100) teachers which are teaching the students with ASD in special education department Punjab were chosen as a sample for this research. This is a quantitative research study and the data was gathered using a questionnaire. The information gathered was evaluated using descriptive statistical techniques. To examine the differences between participants based on gender, rural region, low and high achievers, an independent sample t-test was used for students with ASD. We can conclude from this study and the literature on the subject that teachers who have positive beliefs about including students with ASD and who have access to resources and supports for assisting students with ASD in overcoming the challenges associated with fostering inclusion in mainstream classrooms are more likely to provide meaningful learning experiences for their students.