The shaping of positive attitudes toward the inclusion of children with disabilities is an important aspect of the education of university students preparing to become teachers in regular education. This study examined: (1) components of university student attitudes toward inclusion requests; (2) whether attitudes toward inclusion varied by disability; and (3) the effects of three types of preservice teacher training experiences on attitudes toward inclusion. The results indicated that types of academic preparation appear to have an impact on attitudes of students in teacher preparation programs. Students (N=23) who participated in a practicum expressed more positive attitudes towards inclusion than students (N=59) who completed only an overview course or students (N=100) who completed a self study program. Results also suggested that attitudes towards inclusion are significantly different depending on the nature of a child's disability. The most negative attitudes were expressed towards students with seizure disorders. (Contains 15 references.) (Author/ND)