The purpose of the study was to compare the predisposition toward inclusive self-ascription in teachers of the initial level educational institutions of the initial level of the Province of Tambopata. Teachers, assistants, and directors of educational institutions in the urban and rural areas of the Province of Tambopata were considered part of the population. For the collection of information, the Inclusion Index was used, an instrument with adequate psychometric properties composed of 44 items. It was concluded that, in the Province of Tambopata, the predisposition towards inclusive self-ascription was significantly the same in teachers from urban and rural educational institutions at the initial level. This would imply that the teachers who work, both in the urban and rural geographical areas, would have a similar perception regarding the opportunities and weaknesses that exist in relation to culture, practice, and inclusive policies.