Global comparisons of teacher education programs should start with an understanding of the school systems that teachers are being prepared for in their local contexts. The purpose of this article is to describe Singapore's dual education system as well as teacher preparation in a country that educates many students with disabilities in a separate environment. The focus will be on three of the factors critical to understanding comparative work: the goals and purposes of inclusive education and inclusive policy, the past and present state of Singapore with regard to policy and governance, and teacher training in the context of dual education. Suggestions for how teacher educators can learn from one another despite the vast differences in how students with special needs are educated are provided.