This study deals with the developments of the Austrian school system in the journey to be more inclusive. National political and international developments, especially the European recommendations in connection with the implementation of an inclusive school system and their influence in Austria are examined from a historical perspective. Specifically, this presentation focused on the developments of teacher training in Austria, as there have been massive changes through time, which were resulted from the impact of political changes. The impact of political changes on teacher education has been discussed by different scholars (McKinsey & Company, 2007; Sahlberg 2011; Tatto et al., 2017). Using the example of England and the United States, Tatto et al. (2017) explores the different historical, political, and social contexts and exhibits how the professional training of teachers is reshaped by rapid, temporary changes in politics. In the presented study, the formal structures and their influence were examined to shed light on the question of the changes that teacher training for special needs education has undergone over the past decade in Austria. The focus of the document analysis was on the reports of independent monitoring committees, the recommendations of UN Conventions on the Rights of Persons with Disabilities (CRPD), publications on teacher education in Austria, official documents on the implementation of model regions for inclusion in Austria as well as the evaluation of National Action Plan Disability. The analysis of the study was carried out according to the qualitative content analysis according to Mayring (2002). Two steps of content analysis, summary and explication, were used, on the one hand, to create a historical timeline and, on the other hand, to explain questionable points with the help of further documents. The analysis found a tension between teacher training and the field of work (school). The documents that were fundamental to the explication show that the reforms in teacher education led to slow and ineffective changes in the education system.