A case study design was employed to investigate how Teachers' Colleges in Uganda train teachers in Inclusion and Special Needs Education. The phenomena was investigated in depth by the use of interviews and questionnaires that were administered to College administrators, tutors of Special Needs Education and student teachers. In addition, document analysis and informal talks were employed. Findings revealed that while some participants had positive attitudes towards the training of student teachers in Inclusion and Special Needs Education others were skeptical due to a number of challenges such as; lack of finances, inadequate educational materials and equipment, lack of trained tutors to teach Special Needs Education, unclear Government policies and limited time for teaching Special Needs Education component. Some of the coping strategies suggested to address challenges included:employing a variety of teaching methods, involving other personnel to augment the training of student teachers, engaging student teachers in intensive school-based practical experiences, and exposing them to co-curricular activities in order to identify their talents.

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