In Québec, many students with learning disabilities and other handicaps (EHDAA) are integrated into the regular classroom in accordance with the Policy on Special Education (MEQ, 1999) and the Action Plan to Promote Success for Students with Handicaps, Social Maladjustments or Learning Disabilities (MELS, 2008). This article explores how teachers are trained to work in an inclusive education context. It specifically aims to draw an exploratory portrait of Québec’s elementary and preschool teacher training programs. The contributions expected from the teachers working in an inclusive education context are described, and then compared with course description elements from nine Francophone universities in Québec offering elementary and preschool teacher training. The last section highlights the special challenges of teacher training designed to support mainstreaming in Québec.