Teachers are responsible for meeting the needs of increasingly diverse learners. Given their position as catalysts for educational change, teachers' positive attitudes towards inclusive education must be considered prerequisite to its success in Egyptian classrooms. The purpose of this study was to determine the effect of completing a program in inclusive education on pre-service teachers' beliefs and knowledge to teach in inclusive classrooms. The study used the one group pre-posttest design. Thirty EFL pre-service teachers from faculty of Education, Menoufia University were chosen to participate in the study. Instruments of the study included a pre-posttest, a pre-post observation scheme, a pre-post attitude scale and an inclusion-based program. Results showed that using the suggested program significantly improved the student teachers' performance and attitudes. The results of this study have implications both for teacher educators involved in preparing teachers for inclusive classrooms as well as researchers who are interested in using a new approach to evaluate impact of teacher training courses.