This research focused on the development of inclusion in teacher education based on the inclusion of teacher candidates with their peers with autism spectrum disorder (ASD) in the university environment. Opinions on inclusion in the university environment were examined in terms of the professional development of teacher candidates, taking into account their responsibilities for the education of their future students with ASD. At the same time, these views were considered important in terms of developing inclusion in the university environment. This research, which was designed using a mixed method, was conducted in a faculty of education where a teacher candidate with ASD was present, which is a situation that is not frequently encountered in Turkey. In line with the purpose of the research, data were collected through questionnaires completed by 979 preservice teachers and through semistructured interviews with 10 academics from the field of teacher education. As a result of the research, needs were determined and suggestions were presented, in line with the aims of the research. In this context, besides the knowledge and experience of teacher candidates with regard to inclusion, the roles of cultural elements in inclusion came to the fore.