This paper describes the development and initial validation of a questionnaire designed to inform curriculum and pedagogy to better prepare pre-service teachers for contemporary inclusive teaching. Pre-service, beginning and experienced teachers' views about enhancing the preparation of pre-service teachers during initial teacher training for inclusive teaching were explored in the areas of attitudes, knowledge and skills. The rationale and process underlying the development of the questionnaire are presented. Results of exploratory factor analysis support the questionnaire's construct validity. Results using Cronbach's alpha coefficients showed good to very good internal consistency (alpha's ranging from 0.79 to 0.91). Findings arising from the questionnaire provided valuable evidence regarding curriculum and pedagogy to enhance the preparation of pre-service teachers for inclusive teaching. The methods employed in developing the questionnaire are transferable across a range of research settings and disciplines.