This current qualitative study aimed to investigate the views of Thai teachers about teacher training which they have had received in preparing and supporting them to teach within an inclusive classroom or setting. Specifically, this study focused on teachers who underwent a five-year bachelor of education and were currently working at public school, commonly known as government school in Thai context, with inclusive setting. With the mentioned qualitative approach, subjective opinions and perceptions of those teachers could be presented and explained systematically; also, actual social phenomena within particular context of Thai inclusive government school could be portrayed. In order to obtain such views of the participating teachers, semi-structured interviews were conducted and employed as a research method for data collection of this research project. Findings of this study were consisted of five broad themes: (i) situation of inclusive education at present; (ii) teachers expertise and proficiency; (iii) teaching in inclusive classroom in practice; (iv) teachers direct experience; and (v) teachers recommendations for future teacher training towards inclusive education. In general, it was indicated by participants that knowledge and skills regarding teaching and learning strategies, inclusive classroom management, assessment and education provision, and individualized education plan gained during their pre-service teacher training and education were insufficient, while knowledge and skills gained through in-service teacher training were not quite relatively useful and appropriate for students with special needs or teaching in inclusive classroom. In terms of attitudes, it was found through the findings that direct experience with children with special needs was a major influence on development of positive mindset of the participating teachers. For future improvement of teacher training towards inclusion in Thailand, it was recommended by participants of this current study that more subjects concerning inclusive education and children with special needs should be added to the curriculum of pre-service teacher training and education; also, an experience of having direct contact with special needs children should be provided during this time. With respect to in-service teacher training, they suggested that more additional training in relation to children with special needs should be arranged and offered at the greater level to all teachers who taught within inclusive setting or classroom.