Inclusive Education encompasses an academic system that ensures equal learning opportunities for all learners, regardless of their social, physical, and mental disadvantages. Creating inclusive learning environment is a multifaceted and challenging endeavor. While notable progress has been made, substantial obstacles persist in implementing such environments within our schools. While many teachers embrace this change, some may encounter difficulties in accommodating a wide range of academic abilities or feel uncertain about their new roles. Given that teacher education institutions play a pivotal role in preparing educators, it becomes crucial to enhance their knowledge, skills, and attitudes regarding Inclusive Practices in Teacher Education. The primary objective of this study is to discern the extent of Inclusive Practices in Teacher Education and the attitudes of teacher trainees towards fostering Inclusive Education. To achieve this, the researcher adopted the Survey Method and employed a standardized and validated questionnaire on Inclusive Practices in Teacher Education to gather insights from teacher trainees. These participants were randomly selected from a diverse array of Teacher Education Colleges located in Patna, Gaya and Darbhanga districts (Bihar, India). By undertaking this research, it shed light on the depth of understanding and eagerness among teacher trainees to wholeheartedly adopt and contribute to Inclusive Practices.