This article, co-authored with a group of undergraduate secondary music student teachers, shares their experiences as they learned about additional support needs and inclusive practice through a series of 10 problem-based learning (PBL) sessions. Drawing from their reflections on the weekly sessions, the paper explores the students' learning experiences through the themes of motivation, self-directed learning, critical skill development and collaboration. The students' accounts indicate a deep engagement with the process of PBL and recognition of growth in their understanding and knowledge relating to inclusive practice and additional support needs. The process has supported their development in ways that may help them to navigate the complexities of inclusive education and support their own professional practice as they embark on their careers.