Children with autism spectrum disorders are increasingly involved in regular kindergarten. In contemporary world, we strive for realization of inclusion, or in other words that children with special needs, including children with autism spectrum disorders, are included in all aspects of life in a society. An educator is responsible for the success of the inclusion in the kindergarten, whose primary aim is the socialization of the child. By coordinated activities of educators with expert service, as well as with autistic children’s parents, they strive to ensure an adequate support to their development, depending on the child's specific interests and needs, as well as the level of their abilities. Beside necessary competences and sensibilities of the educators, their positive attitudes are needed to achieve inclusion. In the research part of this work educators were examined about their attitudes towards inclusion of the children with autism spectrum disorder, depending on the length of their service (young and old educators). The results of this study show that almost all educators are familiar with the autism spectrum disorder, but most of them do not consider themselves competent enough to work with autistic children. Educators are conscious of the importance of inclusion which aim is the development of a child with autism spectrum disorder. Despite the fact that we strive for the inclusive approach in upbringing and education, results show that most of the educators still consider that children with autism spectrum disorders should be included partly in regular and partly in special upbringing groups. Educators do not have negative attitudes towards autism spectrum disorder children, but according to research results the real problem is in the external factors such as lack of experts, higher obligations of the educator, lack of necessary conditions etc. Considering the final results of the research, additional education of the educators is needed, since most of them agree with it and are ready for a long-life education in this particular area. The initial hypothesis has been confirmed: there is no statistically significant difference regarding the length of service between educators' attitudes towards inclusion of autism spectrum disorder children.