The study aims to determine the relationship between pre-service teachers’ attitudes and self-efficacies regarding inclusive education. The study was conducted using a relational screening model, which is a qualitative research method. The study participants included 747 pre-service teachers who were senior students studying at a Faculty of Education at a state university in Turkey. The research data for this study were collated using the SACIER and TEIP. Data were analyzed using the Pearson Product-Moment Correlation Coefficient, and multilinear regression analysis tests. The study results revealed that participating pre-service teachers’ attitudes towards inclusion and self-efficacy levels were quite positive. The study revealed a statistically significant relationship between pre-service teachers’ attitudes regarding inclusive education and their self-efficacies. The efficacies of pre-service teachers regarding inclusion were found to be a significant predictor of their attitudes toward inclusion.