The attitude towards children with developmental disabilities has changed throughout history. The not-so-distant past was marked by institutionalization, i.e. the placement of children and persons with disabilities in special institutions where they would be housed with others similar to themselves and would not receive adequate care and education. Modern times brings changes. Inclusive education refers to the development and creation of educational programs intended for children with developmental disabilities, so that they can learn together with children without disabilities. However, in order for inclusive education to be of high quality, trained teachers who are ready to work with students with developmental disabilities, who have professional training and know how to cooperate with other experts within the educational institution are needed. The role of the teacher in inclusive education is irreplaceable. For that reason the objectives of this research were to determine whether there is a difference between the fifth and the senior year students of the Faculty of Teacher Education, University of Zagreb, in their knowledge, competence, attitudes and expectations regarding inclusive education and to determine whether there is a connection between these components. In total 63 respondents participated in this research, but two male respondents were not included in data analyses in order to maintain the homogeneity of the group. For the purpose of the research, a questionnaire based on the questionnaires of Bakota (2021) and Kudek Mirošević (2012) was created. Obtained results were partially expected, showing that there is no statistically significant difference between fifth and senior year students on the components of knowledge, competences, attitudes and expectations, while there is a statistically significant positive correlation between the components of knowledge and competences, knowledge and attitudes and competences and attitudes. At the same time between the components of knowledge and expectations, attitudes and expectations and competences and expectations there was a negative, but not statistically significant correlation.