Educators may face unique challenges in seeking to ensure all students are prepared for the transition from secondary education to postsecondary education and employment. The most growing concern in urban schools is coping with the loss of a positive vision for the future of all students. Inclusive classroom environments have come to the forefront of school initiatives. Educators experience anxiety relative to whether all students benefit with the placement of children with special needs (also known as exceptional students) in general education classroom settings. The aim of this study was to look at the impact of preservice teachers’ beliefs about inclusive classroom settings before and after taking an inclusion course. This qualitative research utilizes an ethnographic study of preservice teachers’ beliefs and the integrated pattern of human knowledge and behavior that depends upon the capacity for learning and transmitting knowledge to succeeding generations. The philosophical theory of knowledge known as social constructionism was essential in the study of preservice teachers’ beliefs. The population and sample of participants were done through a purposive sampling at an urban university.