There is numerous empirical evidence that indicates the predictive role of teachers’ self-efficacy and attitudes towards inclusive education for their inclusive teaching practice. However, despite extensive international research, there is still a very limited number of studies that have investigated the interplay amongst such variables and their resulting impact on inclusive practice. Considering the relevance of teachers’ self-efficacy and attitudes for their inclusive teaching practice, the present study aims to explore their potential interrelations by employing latent profile analysis. Additionally, this study examines whether teachers differentiated instructional practice varies between the resulting teacher profiles. To address these research goals, the present study uses teacher data stemming from the National Educational Panel Study in Germany. The sample consisted of N = 891 in-service teachers from different school tracks. Three distinct latent profiles of teacher attitude were identified. Furthermore, these profiles predicted teachers’ differentiated instructional practice. Limitations and further lines of research are further discussed.