The main purpose of this study was to investigate the relation of beliefs concerning incremental view of traits of disabled children to remedial education planning decisions in undergraduates. Eighty-one graduates of Faculty of Education and Law and Literature evaluated the five items concerning their implicit theories or beliefs about traits of disabled children and three items about educational planning decisions for the disabled children. The main findings were as follows:（1）One item of incremental view of intelligence correlated to remedial educational planning decisions significantly.（2）Students who take a class of special education had more incremental view of intelligence than students who had ever communicated the disabled through mostly volunteer learning activities and who have never communicated with the disabled.（3）Students who take a class of special education showed remedial educational decisions highly. These results suggested that the remedial education planning is evoked by incremental view of traits with the disabled children. Necessity of forming the incremental view concerning traits of disabled was discussed in terms of teacher education for special education.