The contribution discusses attitudes of German Teacher Training Students on Inclusion based on an empirical analysis containing three elements: Evaluation of students' written exams, results of a survey with closed as open questions and the interpretation of group discussions among students about inclusion. One can see that, though the found-out attitudes of most of the students can be described as quiet positive towards inclusion, still there is a lack of willingness to contribute to inclusion personally as well as a lack of deeper understanding about the idea itself. This paper will describe the actual situation in Germany than settle the theoretical background before showing the state of research. After explaining the design of the study, the results, conclusions and perspectives will be presented. [Paper presented at the Inclusive and Supportive Education IV Conference Congresso Internacional da Pró-Inclusão (8th, Lisbon, Portugal, July 26-29, 2016).]