<p>Investigating the impacts of teachers' attitudes and readiness to make instructional accommodations for students with special needs in South Ethiopian primary schools was the aim of the study. As a result, quantitative research methods such as regression and descriptive correlational designs were applied. From a total of 12,022 in six zones and four special districts, 234 male and 153 female teachers, for a total of 387 teachers, were selected by stratified sampling technique to fill out the questionnaires. Data analyzed through inferential statistics such as stepwise regression and Pearson correlation moment and presented in a table. The study found the existence of a moderate and positive relationship between the teachers’ attitudes and readiness in making instructional accommodations for students with special needs in regular primary schools in south Ethiopia. Furthermore, the findings revealed that teachers’ educational qualifications and their experience in teaching students with special needs had very weak impacts on their attitudes, while only their experience in teaching students with special needs had very weak impacts on their readiness in making instructional accommodations for these students. The attitudes and readiness of teachers to make instructional accommodations for students with special needs in the participant regular primary schools in south Ethiopia, however, were not significantly impacted by their gender or the training they received in inclusive education and special needs.</p>