As schools become more inclusive, and with existing teacher shortages, teacher dispositions play a significant role in enhancing the education of students with disabilities (SWDs) in inclusive settings. University programs play an important role in preparing pre-service special education teachers not only with the knowledge and skills needed to work with SWDs but also the dispositions to work in inclusive settings. This study explores the dispositions of teacher candidates enrolled in the Bachelor of Science program (Intervention Specialist Mild to Moderate K-12 in a Mid-Western Public Research University) towards inclusion after a semester of Special Education coursework taken during their second or third years in the Teacher Preparation Program.