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This paper presents a comparative analysis of the preparation of primary school teachers and resource teachers at three universities in Bulgaria: Sofia University “St. Kliment Ohridski,” University “Prof. Dr. Asen Zlatarov” in Burgas, and New Bulgarian University. The study explores the curricula, pedagogical practices, and the extent of practical training provided to future educators in the fields of inclusive education and special needs support. By analyzing both initial teacher training and specialized programs for resource teachers, the research investigates the differences in educational approaches, the inclusion of inclusive teaching strategies, and the development of competencies related to working with students with special needs. Data were gathered through curriculum reviews, surveys of students and faculty, and interviews with program coordinators. The findings reveal varying levels of preparedness among students from the different institutions, highlighting the strengths and weaknesses of each program in equipping educators with the necessary skills for effective inclusion. The study concludes with recommendations for enhancing teacher training programs to improve the quality of education for students with special needs in mainstream classrooms.