Forlin and Chambers (2001), explore the question about whether pre-service teachers are prepared to confidently work in inclusive classrooms. Further research was required to see if applied experiences impacted the preparedness of pre-service teachers for inclusive education. This study explores the use of applied experiences by providing the option to engage with people with disabilities during a course that was designed to prepare teachers for inclusion. Pre-service teachers reported on their sentiments, attitudes, and concerns towards inclusion to measure the impact.