A body of relevant researches in the field of education of students with disability during the last 40 years has greatly emphasized on the fact that inclusive education has produced superior social and academic outcomes for all students. Research has consistently found that academic and social outcomes for children in completely inclusive settings are without exception better than that in the segregated and also in partially segregated environment, e.g., “Education support units” or “Resource Classrooms”. Segregated education still remains a practice, it is only because of either some historical reasons or because of the families and educators who find it as an appropriate option despite having virtually no evidence basis. The most comprehensive review of the research was undertaken by the Alana Institute and presented an international report entitled “A Summary of the Evidence on Inclusive Education” in 2017, prepared by Dr. Thomas Hehir, Professor of Practice in Learning Differences at the Harward Graduate School of Education. However, for achieving success in inclusive education in India there lies several obstacles and challenges, like,, curriculum, resources, lack of well-educated teachers, good infrastructural facilities, positive attitude, awareness, plan and policies, which are creating hurdle in spreading the concept of Inclusive Education in India. In is most important to explore various problems creating hurdles in the field of Inclusive Education with special reference to teacher prepation. The fact being that there is a dire need of personnel support and provision of technical assistance to teacher and staff in order to improve the quality of students' educational environment.