Drawing upon some of our data and discussions in a PHARE-TWINNING project on inclusion and curriculum development in teacher education between Denmark and Hungary and in the project INCLUSIVE a European project on inclusive education (Czech Republic, Spain, UK and Denmark) as well as upon theory about the nature of modern society and of modern education, this paper will discuss the nature of innovative inclusive educational learning environments especially in teacher education in a changing society. The paper will explore the relations between general pedagogical insights, innovative developments, intercultural education, values and respect, national cooperation, professional identity and the social and cultural context of the PHARE-TWINNING and the INCLUSIVE project. The projects are both supported by the European Union and have been developing for one and four years in trying to develop shared and mutual understanding and tools enhancing inclusive education in teacher education. Some of our work has been exploring the specific values and attitudes towards inclusiveness, where teacher students and teachers are the focus of the empirical work, and the aim of this paper in this field is to include the examination of the political, social and historical situation in which the teachers and teacher students are working to make some suggestions to how teacher education may develop innovative inclusive and intercultural education further. Another important aim of this paper concerns curriculum development and the development of active student learning environment as well as networking. These developments also play an important role in the projects offering a considerable attention to some of the issues of implementation of educational change within the field of inclusive and intercultural education. Relating to Network 20- Innovative Intercultural Education in Teacher Education