The present study investigates the attitudes towards inclusive education of first year students in educational sciences at the University of Geneva. Part of the students are prospective teachers, some of them are prospective special educators, while others project themselves in other educational sciences tracks. The students were asked to fill in a questionnaire in which four (out of five possible) cases were presented: a student with a physical disability, learning disability, Down syndrome, ADHD or no disability, in either an inclusive class or in a special education class. The cases were presented in a counter-balanced order. The students had e.g., to rate the students’ (case) development, self-esteem, and motivation as well as the influence on another student, with or without disability. Next, the students were asked to fill in a French version of the Opinion Relative to the Integration of students with disabilities (ORI-f). The data are currently being collected. The results will be based on the data of about 200-300 first year university students.