The role of general education teachers is becoming critical for students with special needs. The purpose of this study was to obtain the perceptions of preservice teachers in order to prepare them for inclusive classrooms. Participants included graduate and undergraduate students (n = 248) from two different universities. Results found experiences with students with disabilities did not enhance participants' attitude to support inclusion. However, taking courses in special education did. Recommendations were made on further programming for preparing preservice general education teachers for inclusionary settings. (Contains 3 tables.)