This study identified beliefs about pupils, learning, and schooling held by special education preservice teachers that are likely to influence their support for the inclusion of students with disabilities in general education settings as well as their instructional effectiveness in inclusive settings. By examining written assignments and course and advising discussions, the researcher screened the written and oral narratives of 182 junior and senior majors and minors at various stages of their undergraduate special education teacher preparation. Analysis of narratives revealed that special education preservice teachers held a variety of anti-inclusion beliefs. It is suggested that if inclusion is to be successful, teacher education programs should seek antidotes to these anti-inclusion beliefs.
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