Attitude is a crucial factor to consider as it determines teachers’ support or rejection of a program such as the educational reform known as Inclusive Education. In line with this, it is important that, at the earliest stage of education, the entry point of formal learning, mainstreamed learners are welcomed and accepted. Acknowledging that ‘inclusion is a process that should start in early childhood’ (Štemberger & Kiswarday, 2017, p.51), this study investigates the attitude of 146 prospective Early Childhood Education teachers. The research adopts the Teachers’Attitudes towards Inclusive Education tool developed by Saloviita (2015) with a declared reliability of Cronbach’s α= 0.90. The study reveals a concern about the attitude of prospective ECE teachers towards Inclusive Education.Contrary to popular notion, the respondents manifest a non-favorable attitude. Further, the study definitively points out, in the case of the respondents, that year level and gender both do not have an effect on the attitude towards IE.Finally, an idea worthy of repetition is that relentless effort must be exerted in the process of making every teacher aspirant become an advocate of IE. Because, it is believed that Inclusive Education is the hope for the lost, the least, and the last

Inclusive Education, Attitude, Early Childhood Education, Gender, Year level