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The study was carried out to investigate the elementary school level prospective teachers’ preparation towards inclusive practices and comfort level to teach students with diverse needs at elementary level. The study was followed by ultimate objective of measuring the impact of demographic variables in prospective teachers’ preparation and comfort level to teach students with diverse needs. The sample was comprised of 216 participants (Male, N=19 Female, N= 197) enrolled in final semester of their teacher education program from one public university. Data were collected by using two already established instruments by Crane (2007) that measured the preparation and comfort level of prospective teachers to teach in inclusive classrooms. A statistically positive moderate relationship Pearson’s r (216) = .461, p < .00 was found between preparation and comfort level of prospective teachers towards inclusive teaching practices. Descriptive statistics showed that a main source of inclusive awareness was restricted to a friend or acquaintance disability and lectures, curriculum adaptation and team teaching were the main strategies used to teach students with diverse needs. Results of the study also indicated that prospective teachers enrolled in the secondary education program held significantly higher level of preparation and comfort to teach students with diverse needs. They also showed very good level of knowledge and confidence levels for inclusive preparation and comfort levels to teach inclusive classroom. Results of the study with possible implications to policy makers and educators are discussed in the paper