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 this paper will discuss the nature of innovative inclusive and intercultural 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 project. The project was supported by the European Union and has been set up for one and a half year from 2003 to 2004 in trying to develop shared and mutual understanding and tools enhancing and implementing 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 and implement 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 among teacher educators and teachers. These developments also play an important role in the project, offering a considerable attention to some of the issues of implementation of educational change within the field of inclusive and intercultural education. Special attention is given to the aspects of shared ownership as a method to enhance the implementation of professional change towards inclusion. During courses and monitoring visits qualitative and quantitative evaluative procedures gave some suggestions to research into the process of implementation at this level, which will be discussed further at the presentation. References: Manuel Castells: The power of identity, Blackwell publishers 1997. Stephen Castles: Ethnicity and Globalization, Sage publications 2000 Anthony Giddens: The consequences of Modernity, Polity Press 1991 John Quicke: Curriculum for life, Schools for a democratic learning society, Open University Press 1999. Yvonne Csányi et al.: Curriculum and Manual on Inclusion for Teacher Education in Hungary, Ministry of Children, Youth and Sports and Ministry of Education, Hungary, Budapest 2004