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In the international context, in relation to inclusive education (IE), the standardized instruments Attitudes Towards Inclusion (AIS) and Intention to Teach in Inclusive Classroom (ITICS) are used to measure attitudes, and teacher self-efficacy is measured by the questionnaire Teacher Efficacy for Inclusive Practices (TEIP). This paper presents the results of a psychometric analysis/adaptation of these instruments to the Czech environment which was carried out on a sample of 1,434 teachers from a total of 140 primary schools. The analyses have shown that the Czech versions of the AIS and TEIP have the same factor structure as well as the same high reliability as the original English scales, while the ITICS did not. In addition, the tested invariance proves that all three instruments in Czech conditions measure the intended constructs (attitudes, self-efficacy) in relation to IE. Based on the obtained results, the Czech versions of all of the questionnaires can be recommended for further use in practice.