For the success of inclusive education it is not enough for teachers to know only subject-matter knowledge. Teachers also should have a positive attitude towards students with special needs. The main purpose of this study is to examine the attitudes of the prospective teachers to the inclusive education who are studying in the Atatürk Teacher Training Academy (ATTA). Explanatory mixed method was used in the research. Quantitative data of the study were collected from ninetynine teacher candidates and the qualitative data were collected form ten teacher candidates. Attitudes Toward Inclusion Education (ATIE) scale and a form consisting of open-ended questions were used as data collection tools. The quantitative data of the research were analyzed using independent groups t test, the qualitative data were analyzed descriptively. According to the results of the research, there were significant differences in the ATIE scores of the prospective teachers in terms of gender and the number of special education courses they received, the condition of receiving special education courses and the variables of being in need of special education need in the close vicinity. In the analysis results of qualitative data, the prosproctive teachers determined that the most important benefit of inclusive education is socialization.