political conflicts of interest among some countries. The main reflection of this on the social dimension is the increasing number of foreign students with immigration. Considering the density of foreign students in Turkey, inclusive education, which is an idealist pedagogical approach sensitive to cultural values, is now adopted in our education system. Inclusive education can be briefly defined as an educational approach in which students learn together, regardless of their individual and cultural differences, in an educational environment that embraces all kinds of students. Teachers have the most important role in the implementation of inclusive education. However, it is a matter of debate to what extent teachers are equipped and competent to implement inclusive education in the classroom. Especially teacher candidates studying in education faculties of universities should be trained ready for the inclusive education process. On the other hand, the applicability of inclusive education depends not only on the professional competence of teachers, but also on their perspectives on this pedagogy. For this reason, it is important to determine the perceptions and views of teacher candidates towards inclusive education. The aim of the study is to examine the views of teacher candidates on inclusive teacher characteristics and their perceptions of cultural diversity. The participants of this basic qualitative research were 103 teacher candidates. Descriptive and content analysis methods were used in the analysis of the data collected using an online questionnaire. According to the findings, the principles that should be adopted first by an inclusive teacher are respect for differences and equality. Among the inclusive teacher characteristics, embracing the differences was mostly emphasized. Cultural diversity is perceived by teacher candidates as a richness that is created by the integration of differences and should be turned into an opportunity. As a result, it was determined that teacher candidates who took lessons on inclusive education had positive perceptions and opinions after gaining awareness about this pedagogy. It is recommended that inclusive education be given to teacher candidates as a course, and to teachers as in-service training.