This is an experimental research with pre-test, post-test, no control group design aimed to determine prospective science teachers’ under- standings about inclusion in science classes from both individual and school perspectives. Research participants were 33 prospective elemen- tary science teachers in their senior years. All participants attended the same 3 courses; Inclusive Applications Module, Alternative Measure- ment and Evaluation and Student Teaching Practice in Spring Semester, in 5 different elementary schools. At the beginning, “perceptions on in- clusion” scale applied to all participants and all asked to attend Inclu- sive Application Module. Module included individual educational plans, instructional modifications and appropriate instructional materi- als for students in inclusive science classes. Based on what they learned in module, research participants were asked to evaluate inclusion prac- tices in schools, via interviews and observations. Therefore, this paper reports “how Inclusive Applications Module informed participants in their student teaching practice as well as reporting its effects on partic- ipants’ perceptions and attitudes about inclusive science classes.