This study examined teaching efficacy for inclusive practice in a pre-post matched-sample of 737 teachers in Hong Kong taking a basic university-level course in inclusive education. The results demonstrate that regardless of demographic variables such a course is effective in improving teacher efficacy for inclusive practice, with female teachers making larger gains in the area of managing behaviour when compared to their male counterparts. Further, increased knowledge of legislation and policy, and a reduction in concerns about inclusive teaching were found to be the major predictors of improved teaching efficacy for inclusive practice. [Copyright of International Journal of Inclusive Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13603116.2013.819941]
