This article examines final-year teacher trainees' conceptualisation of inclusive education through the employment of a questionnaire and the analysis of eighty career entry development profiles. Three main research questions are addressed. How do trainees define inclusive education? What factors do they believe are inherent in its success? Do they feel confident to deliver this important educational initiative? The findings of this small-scale study suggest that although, in theory, the trainees support the concept of inclusive education they display a shallow understanding of how it may be delivered in practice within the applied educational setting.