There is an increase in the number of students with disabilities in higher education. This study examined changes in faculty knowledge, attitudes and willingness to make accommodations for these students in teacher training colleges in Israel. Two samples of faculty members were studied. One study was conducted in 1996/7 and the second ten years later. Faculty responded to a questionnaire about knowledge, attitudes and adaptations. Data revealed some differences in the background variables. Faculty in the later study reported more knowledge and contact with the office of support services for students with disabilities. No significant group differences were found in faculty willingness to provide instructional, technological and testing adaptations. Attitudes toward students with disabilities in teacher education were positive in both studies, although faculty in the 2006/7 study was more stringent in their admission requirements. Background variables including personal contact with persons with disabilities, training in disabilities, academic rank and area of teaching were related to attitudes and willingness to provide adaptations in the 2006/7 study. A discussion of practical and research implications is provided. (Contains 1 note and 6 tables.)