In a wide-ranging research project the Teacher Education university of Upper Austria and Vorarlberg (2011 - 2013) examined teacher-trainees’ and teachers’ attitudes and self-efficacy beliefs relating to the implementation of inclusive education (Feyerer et al., 2014). The research-project was embedded in the reorganization of the architecture of teacher education in Austria. The aim was to change the Austrian teacher education system fundamentally, from a grade level school system (Primary School, different types of Secondary School, Special Education Needs School) to a two track system. This required disestablishing Special Needs Teacher Education Programs and integrating Special Needs competencies into regular teacher Education (European Agency for Special Needs and Inclusive Education, 2014). The study aimed to research if the current Teacher Education Program was able to prepare students for integrative/inclusive school settings adequately, which is not given as a recent meta-study shows (De Boer, Pijl & Minnaert, 2011). The research findings should help to identify factors developing teachers’ attitudes and competencies for inclusive schooling. The database arises from on a questionnaire survey (n=1532) and group discussions (n=24), hence a mixed methods design was realized. Within the project the questionnaire (SACIE-R and TEIP; Forlin et al., 2011) has been translated from English to German. It turns out that the students have favourable attitudes towards inclusive education and also high self-efficacy beliefs. Moreover they did experience positive changes in the course of the training. At the same time their concerns regarding the implementation of inclusive education did increase significantly. At a first glance this finding may be contradictory, but by analysing the group discussions data we can shed light on aspects explaining these results. We have found that certain teaching courses promoted the development of positive attitudes and self-efficacy beliefs (Hecht, 2014; Niedermair, 2014). For instance, these courses were seminars about progressive education, practical trainings or seminars promoting contact and leading to experiences with disabled persons. Our data shows that the higher the educational level of the students, the higher the level of their awareness of the benefits as well as the challenges of inclusive education. We can conclude that concerns have to do inter alia with constructions of disabilities, but also with performance expectations and performance aspirations. Our contribution to the discussion would be to bring out these aspects of our mixed methods data and to present and derive implications for teacher training.