The research investigates the hypothesis that teachers' attitudes toward inclusive education may be related to their value priorities. Specifically, it is hypothesized that some teachers' personal values correlate positively with their attitudes toward inclusive education. The study, conducted during a pre-service teacher training course, involved a sample of 647 student teachers. The Portrait Values Questionnaire (PVQ-RR) (Schwartz, 2012) and the Multidimensional Attitudes Toward Inclusive Education Scale (MATIES) (Mahat, 2008). A bivariate linear regression analysis was performed to detect the correlation between the two variables examined statistically. The bivariate statistical analysis confirms a significant positive relationship between the values of Self-transcendence and Openness to Change with the attitudes of pre-service teachers toward inclusive education. It emerged that the more a teacher approves of these values, the more she tends to favor of attitudes related to inclusive education. The results of this study suggest that values should be considered in teacher training programs to improve the implementation of inclusive education policies.