This study is designed to assess pre-service teachers' perspectives on students with disabilities as well as their attitudes towards inclusion before and after a field-based introductory course where pre-service teachers worked alongside their mentor teacher with a specific student. By the end of the course, pre-service teachers' beliefs about general education teachers' ability to meet the needs of students with disabilities as well as their belief in the benefits of inclusion were significantly higher. Students' beliefs about inclusion increased regardless of whether they had spent time with a friend or family member with a disability. Students who did not have an acquaintance with a disability, however, demonstrated more malleable, positive attitudes towards students with disabilities, as well as towards their corresponding professional roles and responsibilities. Implications for teacher educators in the U.S. and in many other countries as well as suggestions for future research were discussed.