An overview of special education literature indicates that teacher training about exceptional students has vital importance. The aim of this study is to investigate the contribution of an informational undergraduate course to the opinions toward special education qualifications and needs of all teacher candidates of education faculty. A pretest-posttest quasi - experiment nonequivalent group design was used in the research. In addition a qualitative interview method was used with 5 teacher candidates. The experimental group consisted of teacher candidates from eleven different undergraduate programs (n=420) and the control group from two different undergraduate programs one from education faculty and the other from faculty of arts (psychology department) (n=107). Special Education Qualification and Need Analysis questionnaire developed by Izci (2005) was used to collect the data. The questionnaire was administered before and after the training. Informational course includes knowledge about special education, exceptional students' features and inclusion. Findings indicated that the course has affected the opinions of teacher candidates about their qualifications and needs. At the end of the study, it was found that in the experimental group 9 of 11 teaching fields had shown significant difference between the pre and posttest results in .05 level. Also there was significantly difference between experimental and control groups in .001 level. In addition, the semi-structured interviews were also emphasized the need for special education training to teacher candidates.