This study selected 267 teachers residing in Yeosu and made researches into the attitude to integrated education of visually disabled students. To do this, multidimensional scale was used. The multidimensional scale consisted of five subareas: 「A basic attitude to integrated education」, 「Recognition of visually disabled students」,「Advantages of integrated education」, 「Disadvantages of integrated education」, and 「Facilities and system needed for integrated education」. According to results, positive recognition was suggested as follows: 35.5% of 「A basic attitude to integrated education」, 21.8% of 「Recognition of visually disabled students」, 37.8% of 「Advantages of integrated educatio n」, 32.6% of 「Disadvantages of integrated education」, and 55.4% 「Facilities and system needed for integrated education」. Also, the results found that teachers showed the low recognition over all areas (36.6%) of the attitude to integrated education of visually disabled students and normal students In particular, positiveness of 「Recognition of visually disabled students」, was found remarkably low, whereas positiveness of 「Facilities and system need for integrated education」 was found comparatively high. In addition, teachers who have contact experience of visually disabled students recognized more positively than those who have not this experience. Those who have much voluntary contact experience were favorable to understanding of the visually disabled. But formal and casual contact does not improved prejudice and rather increased it. Thus, this research showed that it is most effective that the quality of contact experience should become direct and be structurized in order to change normal people's attitude friendly.