This presentation surveys the recent landscape in teacher education in England. A brief contextual overview is offered in the first instance, mapping the key developments in provision from the publication of the Warnock Report (1978): this heralded a rapid progression towards ‘inclusive education’ and raised important questions regarding teacher-preparation. Using these dilemmas as a backdrop, the substance of the presentation considers some of the most significant emergent trends in the field. These include specialist programmes in special education at undergraduate level, school-based teacher training, teacher-as-researcher models of professional development, and peer-based mentoring approaches. Each of the approaches described is exemplified by narrative data from practitioners. The presentation concludes with a critique regarding the extent to which teacher education (both pre-service and subsequent professional development) has effectively addressed the demand for a supply of professionals who are equipped with an appropriate set of knowledge and skills to meet the challenges of teaching and learning in diverse classrooms.