This study investigated the role of ITE in preparing beginner, secondary school teachers for including diverse groups of learners by capturing their experiences of ITE and their early career. An online questionnaire was completed by early career secondary school teachers. Follow-up interviews with four teachers explored salient findings from the questionnaire. The study found that that while ITE recognises the diversity of the classroom, it falls short when it comes to the pragmatic implications for teaching and learning. Most participants felt their ITE did little or nothing to help them develop their knowledge of legislation and policy as it relates to inclusion. Two-thirds felt their ITE did not help them develop their knowledge of the types of supports available for students who experience disability, while the majority had little to no experience teaching such students on practicum. Teachers who had a personal connection with a person with a disability felt better prepared to include learners with disabilities in their classrooms. Finally, participants reported that their ITE did not support them to understand and enact collaborative practice or identify as lifelong learners. The paper considers implications for ITE that support teachers to work in inclusive classroom contexts.