Research about the preparation of preservice teachers for inclusive teaching has tended to use quantitative approaches, such as surveys, to investigate ways to better prepare preservice teachers. Further, studies to date have tended to examine the attitudes of preservice and experienced teachers. This paper presents the findings of interviews with 15 preservice, beginning and experienced teachers to ascertain their beliefs about enhancing preservice teachers' preparedness for their inclusive role. The findings expound on practical approaches in the areas of attitudes, knowledge and skills that may provide instructive information about designing initial teacher education courses for inclusive education.