Despite the fact that inclusion and inclusive education have been discussed for many years, and that many research authors note that teachers express positive attitudes towards it, there are still situations in which future and current teachers arrive unprepared to work in an inclusive environment and are even discouraged by the same. The significance of education and professional training and, even to a greater extent, practical experience in working with children/students with special needs in the development of students' competencies for work in inclusive education was clearly confirmed. 101 graduate students of the University of Split participated in the research of this paper. Students' self-assessment of feelings, attitudes and concerns about inclusive education was examined, as well as students' self-assessment of readiness to implement inclusive practices with regard to gender, year of study, field of study, previous interactions with people with disabilities, training on the education of students with disabilities, and previous teaching experience students with disabilities. The results of the empirical part of the research rejected only one hypothesis according to which there is no statistically significant correlation in the self-assessment of feelings, attitudes and concerns about inclusive education and the self-assessment of readiness to implement inclusive practices. The hypothesis regarding the self-assessment of attitudes regarding training on the education of students with disabilities and the hypothesis of self-assessment of readiness to implement inclusive practices regarding previous experience in teaching students with disabilities were partially accepted. All other hypotheses were accepted. The data of this work can also be used in future research, which certainly needs to be additionally devoted to this relevant issue, which is definitely crucial for successful inclusive education and helping future teachers in their future professional actions.