This study examined student teachers’ attitudes and concerns about inclusive education in Ghana and Botswana. A three-part survey questionnaire consisting of background variables, attitudes, and concerns was completed by 202 students from four teacher training institutions in both countries. One of the institutions was a university and the others were teacher training colleges. Employing descriptive statistics, t-tests and ANOVA the results showed that the student teachers’ attitudes were barely positive; they had concerns about inclusive education relating to a number of issues including resources and their responses were influenced by some background variables. The findings support earlier studies of attitudes and concerns of practicing teachers and provides basis for recommending that more needs to be done in teacher training courses in Ghana and Botswana to enhance student teacher attitudes towards students with disabilities in regular classrooms as well as reduce the existing concerns. Some recommendations are made in relation to improving student teachers’ disposition towards inclusive education.