Teacher development is at the heart of initiatives for inclusive practices in schools. However, in teacher education emphasis remains largely on developing teachers' awareness of special children and its diagnostic aspects. The present study is to find out whether the regular B.Ed programme creates significant difference in the knowledge and understanding, and attitudes regarding inclusive education of student teachers and to see the broad implications of the finding for the improvement of regular teacher education programmes in relation to inclusive education practice. The sample for this study which used a comparative design is comprised of two groups from an aided college of education of student strength 300 affiliated to University of Calicut, Kerala, India using simple random sampling (N= 55) with 48 female and 7 male students, at the beginning of B.Ed course. There is increase in the knowledge level of student teachers regarding inclusive education owing to the B.Ed programme, but is not optimal. Even after successful completion of the programme, some student teachers lack in essential knowledge regarding inclusive education. It was found that attitude towards inclusion is fairly high even before the teacher preparation course, revealing that the concept of inclusive education though in an evolving stage in India, the essence and principles are deep rooted in the society. B.Ed programme does make significant positive impact on knowledge and attitude regarding inclusive education practice. As attitude towards inclusion is found less favourable among females and the improvement there of is not significant due to the teacher preparation, there is need for further strengthening inclusion related experiences in teacher preparation. It is concluded that, though belief in theoretical possibilities of inclusion is strengthened after the B.Ed programme, it does not permit the teachers to do away with the doubts regarding the practical issues emerging from inclusion This may be because student teachers are not receiving practical, real life experiences of inclusion. The linguistic shift from integration to inclusion has not brought about corresponding changes in understanding. Inclusion remains a progressive cliche, something about which people can talk without thinking about what they mean. Hence, study calls for strengthening inclusive education, content and method, at pre-service and in-service teacher preparation level, providing student teachers more of organized school based training in inclusion, organizational changes for promoting effective learning in practice teaching schools and close examination of thinking on inclusive education of teachers. (Contains 2 tables.)