The present exploratory study examines pre-service primary school teacher university training in inclusive education in the Czech Republic and Ukraine. Based on the theory of planned behavior (TPB), attitudes, subjective norms, and self-efficacy of first- and last-year students were assessed. The overall differences in item scores between first-year and last-year students are in both countries small and insignificant. These results suggest that the potential of professional training is not fulfilled. Therefore, we suggest further proactive university curriculum development based on the research-supported forms of training.