Despite federal mandates to educate students with disabilities in the least restrictive environment, teachers continue to have mixed feelings about their own preparedness to educate students with disabilities in the general education setting. However, research has demonstrated that teachers with more positive attitudes toward inclusion are more apt to adjust their instruction and curriculum to meet individual needs of students and have a more positive approach to inclusion. The purpose of this study was to examine the change in preservice teachers' beliefs and attitudes about inclusive practices following an introductory special education course, paired with a 24-hr practicum. Results suggest that a special education course paired with a field experience working with students with disabilities can significantly influence preservice teachers' attitudes toward inclusion. (Contains 1 table.)