This study explores reflections of a group of postgraduate early childhood students in relation to their selfreported attitudes towards inclusive education. Participant selfreported attitudes towards inclusive education were measured using an adapted version of the Attitudes Toward Inclusive Education Scale (ATIES) and an adapted version of the Concerns about Inclusive Education Scale (CIES). Data were collected at the commencement and conclusion of a university unit focused on difference and disability. Within this unit, participants undertook individual selfdirected projects in which they identified, researched and provided recommendations to address issues of particular concern to them in relation to inclusive early childhood education. Participants written reflections were also examined in the context of the quantitative data in order to provide greater insight into the changing attitudes of preservice early childhood teachers over the course of one university semester. The findings of this provide some evidence to suggest that engaging in selfreflection on attitudes and beliefs, along with developing practical skills for educating children of diverse abilities, may lead to more positive views of inclusive education. Furthermore, the importance of developing confidence in the ability to teach all children is highlighted through the student comments and responses to the ATIES and CIES.