This study examines if the “Understanding and Teaching for the Exceptional Children” course and the volunteer experience with the disabled children affect pre-elementary teachers\' personality of education, teaching profession, and guidance profession. The results of this study are as follows: 1. In the personality of education area, transfer students who did not take the course generally showed more positive attitude toward the value of integration and the teachers\' active role in the exceptional children\'s successful adjustment to school than general students who took the course. Also, volunteer experience contributed to a more positive understanding of disability. 2. In the teaching profession area, these transfer students were more confident with appropriate student-specific guidance and were more interested in teaching disabled children. 3. In the guidance profession area, these transfer students highly expected that non-handicapped children would achieve personal maturity through integration and they were confident with dealing with the disabled children\'s behaviors. When these students had experience with the disabled, they cared more for the disabled children\'s social adjustment in an integrated classroom. In conclusion, pre-elementary teachers\' formal or informal social experience and volunteer experience can be more significant variables in evaluating their readiness for integration Key words : inclusive education, qualification of elementary school teacher, readiness for Integration