Although Sweden has a leading role in providing high-quality early education and care (OECD, 2006), many in-service and pre-service teachers are concerned about implementing inclusion in preschool (Uusimaki et al., 2020). This study examines pre-service teachers‘ perspectives and experiences of inclusive early childhood education during their study programme at one Swedish tertiary educational institution. The research questions were (1) how do pre-service preschool teachers understand the concept of inclusion, (2) how do the pre-service teachers acquire knowledge about Inclusive Early Childhood Education (IECE) during their study program, (3) what are the pre-service preschool teachers‘ expectations, plans, and hopes regarding using their acquired IECE knowledge as preschool teachers. Furthermore, five interviews with six pre-service teachers have been conducted to answer the research questions. Thematic analysis was used for the data analysis of the pre-service teachers‘ responses. Five themes were identified: (1) inclusion as a democratic value, (2) preschool teacher‘s diverse responsibilities, (3) children’s different needs, (4) lack of knowledge in working with special needs, (5) motivated pre-service preschool teachers. Moreover, the results demonstrate the pre-service teachers‘ profound understanding of inclusive education. Nevertheless, all pre-service teachers claimed to be insufficiently prepared to work in an inclusive preschool setting.