During the final semester of a student teaching program, 87 pre-service teachers in a dual certification (special education and elementary education) program completed a research based 22-item Perceptions of Inclusion Survey. In addition, five Special Education Directors for the six districts in which students were placed participated in individual interviews. Teacher candidates experienced a range of contexts both within and across districts. Descriptive categories of Excelling, Promising, and Developing Inclusion Practices emerged for the districts given teacher candidates' responses and administrator interviews. Results indicated the need for teacher educators to build fidelity into teacher education programs as they prepare individuals for a variety of contemporary school contexts. Findings also revealed the probable dissonance between philosophical perspectives on inclusion and inclusion as operationalized in schools, both from the perspectives of teacher candidates as well as at school district levels.