This study examines how the attitudes of teacher-trainees influence the implementation of inclusive education in the Mandi Division of Himachal Pradesh. Drawing on policy documents, state reports, and a simulated cross-sectional survey (illustrative) of 180 teacher-trainees from B.Ed. and D.El.Ed. Institutes across Mandi Division, the paper investigates relationships between attitude (cognitive, affective, and behavioural components), practicum exposure, self-efficacy, and reported implementation behaviours in inclusive classrooms. The review of state initiatives (SCERT, Samagra Shiksha, special educator recruitment) provides contextual background. Simulated findings indicate generally positive attitudes (mean item score = 3.68/5), higher attitude scores among trainees with inclusive practicum, and a moderate positive correlation between inclusive-teaching self-efficacy and reported implementation of inclusive practices (r = .59, p < .001). The paper concludes with policy and teacher-education recommendations tailored to the Mandi Division’s geographic and institutional realities. The empirical results are illustrative; placing real data in the presented framework is straightforward and recommended for a final submission.