This study examined pre-service teachers' attitudes towards inclusion, posing research questions regarding the (1) relationship between attitudes and personality and (2) between attitudes and the uptake of learning opportunities, and (3) moderating effects of the uptake of learning opportunities on the relationship between attitudes and personality. Questionnaire data from 2504 teacher education students in two universities were analysed. Results indicate that (1) attitudes towards inclusion are related with personality factors, particularly agreeableness, but not as strongly as expected, that (2) there was no relationship between attitudes and the uptake of learning opportunities, and that (3) the results indicate no moderating effects of the uptake of learning opportunities.