The article explores the essential attributes required for primary education teachers to promote inclusion and social justice. This study aims to identify and analyze the teaching attributes perceived as essential by student teachers in primary education. Employing a qualitative approach grounded in Participatory Action Learning and Action Research (PALAR), the research involved six co-construction sessions with 14 student teachers specializing in special educational needs, conducted during their practicum seminars. Field notes and research journals were used alongside collaborative content analysis with participants to ensure depth and accuracy. The study identifies ten key attributes for inclusive and socially just teaching: respect for differences, empathy, personalized education, continuous professional development, coherence between values and practice, the use of inclusive methodologies, motivation and a positive attitude, teacher collaboration, effective communication with families, and self-reflection coupled with problem-solving skills. The findings emphasize that preparing inclusive teachers who promote social justice requires integrating values with methodological skills through reflective learning and collaborative practices. Bridging the gap between ideals and practice necessitates a robust theoretical foundation, practical tools, and institutional support. The study underscores the importance of defining these attributes clearly and shaping teacher education with an inclusive profile grounded in practical experience.