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. The efficacy of inclusive practices relies on various factors, with classroom teachers standing out as the most crucial variable. Therefore, it is imperative to equip teachers with the necessary skills to effectively provide and implement Inclusive Education in schools. 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 50 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.