Abstract
This study explores the pivotal role of pre-service teachers' beliefs in shaping their readiness to foster inclusive classroom environments, with a particular focus on students with special educational needs (SEN). The study employed semi-structured interviews with twelve pre-service teachers across four different universities in Kazakhstan. The study underscores the critical role of Initial Teacher Education programmes in preparing pre-service teachers for inclusive education, advocating for comprehensive training, practical experiences, and a focus on diverse student needs. The study concludes by highlighting the participants' insights, stressing the importance of extended internships, enhanced collaboration between universities and schools, and improvements in ITE programmes to equip future educators for inclusive classrooms.