Institutional and individual stigmatization are still major barriers for children with disabilities to access education. Teacher attitudes towards inclusive education play a crucial role in this regard, and are shaped by single-case descriptions from mass media or other sources. Building on exemplification theory and priming, two experiments with full factorial 3 × 2 × 2 × 2 between-designs investigated the infl uence of different descriptions of individual pupils on student teachers' generalized attitudes towards inclusive education. Study 1 (N = 416) examined the impact of pupil disability, behavior, origin, and sex. Study 2 (N = 706) examined the roles of pupil origin, behavior, sex, and school grades, as well as the respondents' teaching self-effi cacy as a moderator. The results support the general assumption that descriptions of individuals affect generalized attitudes towards inclusive education. Yet, the effect pattern is complex and occasionally counter-intuitive. Overall, the roles of pupil ethnic origin and teacher self-effi cacy deserve increased attention for creating inclusive education settings.