Teachers are seen as key players in implementing inclusive education. However, extremely little attention has been paid to teacher preparation, particularly in India. The aim of the current study was to implement a teacher training program and evaluate its effects and appropriateness. This focused on increasing teachers' (a) attitudes, (b) knowledge about four types of special educational needs (i.e., attention deficit and hyperactivity disorder [ADHD], dyslexia, intellectual disability, and autistic spectrum disorder [ASD]), and (c) teaching methods. In a pre-posttest study, the effects of the training program were evaluated (n[subscript experimental group] = 38, n[subscript control group] = 41). A questionnaire package was administered before and after the implementation of the training program. Outcomes of the ANCOVA revealed that the teachers in the experimental group had significantly more positive attitudes and had increased their knowledge about dyslexia, intellectual disability, ASD, and teaching methods. Moreover, teachers evaluated the training program as relevant and appropriate. The practical implications of the results are discussed in terms of teacher preparation and the implementation of inclusive education.