The purpose of this convergent mixed-methods study was to understand the extent to which inclusive practices were explicit in teacher residency curricula and the potential effects of four different urban teacher residency (UTR) programs on perceptions of teacher residents' self-efficacy for implementing inclusive practices in the general education setting. The findings indicated that the co-teaching method modeled by general education teacher preparation faculty had a large impact on teacher candidates' perceptions of inclusion. Beyond any curricular impacts, the mentor teacher played an even larger part in candidate self-efficacy for implementing inclusive practices. Implications of the findings suggest teacher residents will be better prepared to include students with disabilities in their future general education classrooms when their UTR has a clear definition of inclusion and the explicit curriculum utilizes multiple opportunities to model inclusion through teacher education, meaningful placement in clinical practice, and strong collaboration between special education and general education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]