This study compared two versions of a 13-week mandatory undergraduate inclusive education course to determine their effects on the self-efficacy of pre-service elementary education teachers. For the purposes of the research, the self-efficacy construct was applied specifically to working with students who have inclusive educational needs. The study sought to determine whether there were differential effects of the two approaches, one based on a field-based placement and the other employing a course design approach derived fromcomplex adaptive systems. The results showed statistically significant gains in self-efficacy for both approaches, although there were no statistically significant differences between versions of the course. The implications of the findings are discussed for the design of mandatory inclusive education courses.