The main research question this study will focus on is “How do newly qualified general elementary education teachers perceive their preparedness to teach in inclusive settings?” The goal of this study is to discover what areas teachers felt like they needed to build more proficiency in to successfully teach inclusion. The topics which will be explored include perceived preparedness for teaching in inclusive settings, ways to measure preparedness for teaching in inclusive settings, current ways teachers are being prepared to teach in inclusive settings and effective strategies for preparing teachers to teach in inclusive settings. After researching this topic, it has become clear that there is a need for more research regarding the preparedness of newly qualified general elementary education teachers to teach in inclusive settings. To collect this information, I used a qualitative narrative design where five newly qualified elementary inclusion teachers were interviewed, and their interviews were transcribed and coded to create common themes between participants. The results of this study indicated that newly qualified teachers felt they would be better prepared to teach in inclusive settings had they had more special education coursework and hands-on experiences in placements. The results from this research can be used to reform curriculum or requirements for bachelor's of elementary education candidates in the coming years.