General education preservice teachers' (PSTs') views about inclusion have been well documented, yet PSTs' views about the nature of disability, which are less understood, could reveal limitations of an inclusion-only focus. We investigated general education PSTs' (N = 59) views of disability and inclusion at the beginning and end of a one-semester introductory course about special education. Using multiple modes of measurement, quantitative and qualitative data revealed that despite changing their definitions of disability and increasing their pro-inclusion stance, PSTs retained the use of deficit language, which complicates our interpretation of their views. Implications for teacher preparation include a necessary attention to both inclusion and disability.