Inclusive education is a relatively new philosophy and practice in Kosova. There is increasing recognition that successful implementation of inclusive education practices depends largely by teacher' positive attitudes and high self-efficacy toward these practices. The purpose of this study is to examine attitude toward inclusive education and self-efficacy for inclusive practice among pre-service teachers in Kosova. Moreover, it will examine the relationships between pre-service attitude and self-efficacy and other demographic variables such as gender, age, study years, previous professional trainings in inclusive education, experience in working with children with disabilities and significant relationship with a person with disabilities. This study will include 180 BA and MA pre service teachers (primary and preschool) from two universities in Kosova. The findings of this study are discussed within the framework of the importance of pre service teachers' personal variables in successful implementation of inclusion in education.