The successful inclusion of students with additional learning needs in regular classrooms represents a challenge for all teachers and especially those at the beginning of their careers. Despite the importance of successful inclusive practice, no studies have used objective measures to determine whether teacher preparation for inclusion covaries with the quality of lesson design, classroom practice, and self-evaluation by pre-service teachers. This study sought to determine the impact of two course design approaches on the the design, delivery and self-evaluation of lessons by pre-service teachers during a professional learning experience. The study found that differences in the design, delivery and self-evaluation of lessons covaried with the type of course design experienced by the pre-service teachers. N.B. The term 'Course' is used throughout to indicate a single unit of study within an undergraduate programme of study completed by pre-service teachers.