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" at Burgas, and New Bulgarian University. The study examines curricula, pedagogical approaches, and practical training in the fields of inclusive education and special needs support, addressing a global challenge: the effective preparation of educators to meet the demands of increasingly diverse classrooms. By analyzing both initial teacher training and specialized programs for resource teachers, this research explores differences in educational methodologies, integration of inclusive teaching strategies, and competency development for working with students with special needs. Data collection included curriculum reviews, surveys of students and faculty members, and interviews with program coordinators. The findings reveal disparities in student preparedness across institutions, highlighting strengths and gaps in aligning teacher training with international frameworks such as Universal Design for Learning (UDL) and Sustainable Development Goal 4 (SDG 4). This study contributes to the global discourse on inclusive education by offering actionable recommendations for enhancing teacher-training programs. The proposed improvements aim to strengthen the capacity of educators worldwide to provide high-quality, inclusive education, ensuring equitable learning opportunities for all students in mainstream classrooms.