Inclusive education in modern schools requires teachers, as well as and others included in this process, to assist each student in realizing the curriculum in the way he or she needs. As far as inclusion is clear, it is not to be pointed out that young teachers are often "lost" throughout the process, and that is most of all because their formal education has enabled them to work with an "average student" which is only a part of a class one in which someone will fit in on itd own and someone will need help to do so (Karamatić Brčić, 2012). The five-year experience of studying at Faculty of Teacher Education in Rijeka and two years of direct work experience, in a regular and special elementary schools, the author of this study was very motivated and had a desire to answer the question of how students of the final years of Faculty of Teacher Education in Croatia are looking at the inclusion process in schools and what is their self assessment of the competence for working with pupils with disabilities. According to all that, the main goal of this study was to determine how high do students of the final years of Faculty of Teacher Education in Republic of Croatia, self assess for future work with pupils with disabilities and also, whether there are differences in attitudes regarding variables such as place of study, current year of study and the fact whether the subjects of study were the first choice, in choosing the desired study, or not. A deliberate sample (sample according to the researcher's decision), for the purposes of this paper, consisted of students of the final years (4th and 5th year of integrated) of Faculty of Teacher Education in Zagreb, Rijeka, Osijek, Pula and Zadar. The instrument used in this paper was a survey prepared specifically for the purpose of this research and all the findings and conclusions in this paper are based on the information gathered therein. The obtained results indicate that the students of final years of Faculty of Teacher Education who participated in the research evaluate that they have the ability to work with pupils with disabilities.