The purpose of this study was to investigate the perceptions of preservice teachers toward inclusive education and their perceptions according to the gender, grade, major, and taking special education class. The subjects were consisted of 322 students who majored in elementary general education, elementary special education, secondary general education, or secondary special education in teacher's college or college of education in the university in D city. Data obtained by questionnaire survey were analysed. The results of this study were shown as follows: First, the preservice teachers' perception toward inclusive education was somewhat positive as 'partially agree'. Next, the perception according to the variables was following: First, male was more positive. second, sophomore was most positive in some factors, but it was not statistically significant. Third, the preservice teachers' perception according to the major has a significant difference between elementary special education and general education in some factors, but it was contradictory in each factor. Fourth, their perception according to taking special education class has a significant difference between experience taking SPED class and no experience in some factors, but it was contradictory in each factor. The implication of this study for practice and future research are discussed.