The purpose of this study was to examine the attitudes of pre-service and in-service education students, towards inclusion in school settings. Graduate students working on their New York State teacher certification in early childhood special education (n = 152) completed a survey, "Attitudes Toward Inclusion." The survey addressed the following: attitudes towards various disabilities; perceptions of preparedness to modify instruction for students with disabilities and to meet their needs; willingness to include students with more severe disabilities in their classrooms; placement issues; and impact on general education students. The findings revealed three major themes: (1) inclusion for some students with special needs, as long as their disabilities are not severe; (2) social and learning benefits of inclusion; and (3) successful inclusion requires leadership and support. Recommendations for teacher preparation and program implementation are provided.