This enquiry has shown that pre-service teachers in Ontario, Canada (n = 141), believe they have the prerequisite training and knowledge to be inclusive educators. They believe inclusion is effective and produces required results for both identified and non-identified students. Inclusion was viewed as a difficult proposition dependent upon several variables such as time, resources, facilities and personnel. Inclusion challenges make them want to experiment with instructional modes, and a minority suggested they did not have a positive experience with inclusion. Most believed that they would be included in planning for inclusion and maintained a positive attitude towards inclusion.