This dissertation examined possible factors that preservice teachers encounter during initial teacher preparation programs that may impact their attitudes towards the inclusion of students with disabilities in the general education classroom, their efficacy regarding teaching students with disabilities and their epistemological development. This quantitative investigation compares teacher preparation programs based on gender, ethnicity, declared college major, epistemological development, curriculum emphasis of the teacher preparation program among others. Surveys sampled undergraduate students enrolled in teacher preparation programs at different stages of their college careers to provide a cross-sectional view of the changes that occur over time at each participating teacher preparation program. Results from this study may influence teacher preparation program curriculum development, how teacher preparation programs approach their future educators and how teacher preparation programs provide instruction to develop teachers into strong advocates who care deeply and feel confident to provide quality and equitable educational experience for all students.