This study serves as a pilot study for a longitudinal study that will be conducted a year later. The purpose of this research is to determine how a course in special education has impacted secondary general education pre-service teachers' attitudes towards individuals with disabilities, teaching students with mild disabilities and the degree of their preparedness (self-reported) in working with students with disabilities. Forty-two secondary pre-service teachers' reflection papers written at the beginning and end of a mandatory special education course (16 weeks) were analysed using qualitative methodology. The findings supported our research hypothesis that a course in special education with necessary components (i.e. introductory special education knowledge, activities designed to enhance students' dispositions toward students with disabilities, and instructional strategies that will help general education teachers teach students with mild disabilities at the middle and secondary levels more effectively) can be effective in preparing secondary education pre-service teachers to work in inclusive classrooms. (Contains 2 tables.)