This study was an initial investigation into the effects of Embedded Design on the self-efficacy of pre-service teachers studying inclusive education. Forty-one participants completed pre- and postquestionnaires to determine differences in self-efficacy prior to and again at completion of an inclusive education course in an undergraduate teaching degree. A modified version of the scale developed by Hickson (1995), the Ã¯'Â½Self-Efficacy toward Future Interactions with People with DisabilitiesÃ¯'Â½ (SEIPD) was employed for data collection. This data was supplemented by way of anonymous formal student feedback collected from the university. Findings indicate that the theoretically designed course did in fact significantly improve self-efficacy between pre- and postoccasions. Limitations of the present study are discussed as well as implications for future practice in the design of preservice courses for inclusive education.