Inclusive education is a challenge that requires appropriate attitudes in trainee and working teachers. If the influential factors for these attitudes are known, it is possible to enhance them to achieve a training programme focused on quality professional activity. In this sense, the current study revealed and corroborated the attitudinal characterisation around educative inclusion of two groups that are traditionally not researched jointly: working teachers and students about to graduate as Preschool Education or Primary Education teachers. The quantitative method was employed for this purpose, delivering a multiple transversal study: firstly, descriptive, and secondly, relational. The data were compiled through two standardised and validated scales for the research context, determined by the location of the three campuses of the University of Granada. Through the statistical analysis, the results generally demonstrated that the attitudes were significantly different in both groups, although an acceptable attitude was inferred (and indubitably improvable) in both; it was more favourable among female participants, as well as among those who were specialising or were already specialists in Preschool Education. Therefore, it is imperative to develop optimal attitudes among the implicated agents in inclusive education.