To date, research on admission processes has largely focused on either selection trends or on determining the predictive and concurrent validity of admission indicators. Unfortunately, comparatively little research has examined the subjective processes used in the selection of personal dispositions related to inclusivity and the impact of these processes on the validity and reliability of admission decisions. As contemporary validity relies on multiple perspectives to generate situated judgments about the accuracy and appropriateness of admission decisions, examining the subjective and interpretive processes in selection is a necessary component to understanding the general validity of teacher education admission policy and practice. Accordingly, this study examined issues in the assessment of prerequisite personal dispositions to contribute to understandings of the validity of teacher candidate selection decisions. Specifically, the purpose of this research was to examine how indicators of applicants' propensity for inclusive teaching were considered and integrated into admission and selection decisions for entry into one teacher education program. The following research questions guided data collection: (1) What provisions support the selection of inclusive teacher candidates into the teacher education program?; and (2) How do selection committee members and senior program administrators interpret and integrate applicant information to render a judgment on applicants' propensity for inclusive teaching? A qualitative research design involving in-depth interviews with selection committee members and senior program administrators was used to respond to these research questions. The findings from this research point to issues and challenges in promoting inclusivity in teaching and teacher education through current admission policy and practice. (Contains 1 table.)