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The purpose of this study was to examine Turkish prospective primary teachers' self-efficacy beliefs and readiness for their future roles and responsibilities as inclusive classroom teachers. Therefore, this study aimed to investigate how these roles and responsibilities relate to future teaching practices. In addition, this study examined prospective teachers' problems, worries, and expectations about implementing inclusive strategies in their classrooms. It investigated whether they are confident in their existing skills and knowledge and explored how these factors could affect the success of inclusion in Turkey. Study participants included 159 fourth year primary education teacher trainees at Necmettin Erbakan University in central Turkey. A qualitative case study design was used to gain the perspectives of teacher candidates. The data were collected through an open-ended questionnaire and were analyzed using the content analysis technique. The findings of the study have revealed that Turkish prospective primary teachers believe that they have an important role and a significant responsibility as teachers, not only for all students but also for students with special needs in particular. The respondents expressed a number of concerns, however, and indicated that they expect to encounter a variety of problems when inclusion is put into practice in their future inclusive classrooms. The prospective teachers were also found to have expectations of the school administration, special education services, and experts who might assist them in more effectively implementing inclusive strategies. The respondents expressed confidence in their own basic knowledge and skills, but reported that they still need more experience with special needs students in real classrooms. The study concludes that the way in which prospective teachers perceive inclusion and how they see their teaching practice align with the general education system will play a significant role in the success of inclusion.