Changing attitudes and perceptions allied to the values of diversity and inclusive education is a recognised challenge in ITE (Initial Teacher Education). Using meta-ethnographic methods, this article aims to describe how preservice teachers' attitudes or perceptions towards inclusive education can be developed during ITE. The results show the importance of recognising the value of practical experiences, reflecting with others, and researching and transforming situations of inclusive education as essential activities for generating positive attitudes or perceptions towards inclusive education. As researchers, we have confidence in the studies conducted by other ethnographers and their value for clarifying and extending analytical generalisations across time and space. As teachers/researchers, we highlight the relevance of working as organic intellectuals acting in the interest of education and social justice.