The purpose of this study was to examine the effects of taking the ‘Introduction to Special Education’ on the Instructional modifications and perceptions of inclusive education in the education college. For this purpose, 45 students of one college, located in K province, measured the instructional modifications and their perceptions of inclusive education before and after classes. Paired t-test was conducted for data analysis. The results of the study were as follows: First, taking the introduction of special education had a positive effect on all areas of pre-service early childhood teachers’ acquisition of instructional modifications of inclusive education. Second, taking the introduction of special education had a positive effect on the perception of inclusive education. However, it was found that it had a positive effect on teachers knowledge and attitude toward inclusive education and expectation of children with disabilities, but not on teachers cognitive level.