Zimbabwe is a signatory to the 1994 Salamanca Statement and Framework for Action on Inclusive Education, which reaffirmed the right to education for every child and called on countries to ensure that all children, including those with special educational needs, have access to the general curriculum in inclusive educational settings. Despite this positive development, inclusive education is still elusive for many children with special needs partly because most teachers in the country are not adequately prepared to teach in inclusive education classrooms. This indictment of our teacher preparation programs also represents an excellent opportunity for us to recalibrate both our pre-service teacher preparation and in-service professional development programs in line with ‘best practice’ in inclusive education. This chapter discusses essential considerations for teacher preparation and professional development programs in the country that can boost our educational system’s capacity to advance inclusive education to promote positive educational outcomes for all children.