This chapter explores teacher education for inclusive education in Ghana from a postmodern perspective that allows for a nuanced analysis of different ideas and criticises the large narratives that usually dominate educational discourse. The chapter employs a partial critical discourse analysis and literature review to understand narratives and cultural norms, legal frameworks, and pedagogical practices that impact inclusive education. The chapter uncovers how the application of postmodern discursive processes enables or hinder inclusive education via an assessment of policy documents, curricular materials and published research. The chapter intends to identify a diversified approach to teacher preparation that encourages marginalised voices and alternative epistemologies and contributes to the conversation on improving inclusive education in Ghana. By embracing the complexity and fluidity inherent in postmodern theory, the chapter aspires to extend approaches to teacher education for inclusion.