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This research aims to identify the challenges that teachers in training faced in developing an inclusive practice in the classroom during their teaching practicum. It is a phenomenological study, which, through a semi-structured interview, recollects the experiences of six teachers in training who completed the fourth year of the Bachelor's Degree in Primary Education at the Benemérita Escuela Nacional de Maestros, during the 2022-2023 school year. Based on a sensitizing, synthetic and analytical categorization exercise, three challenges were found that future teachers face during their professional practices: the lack of a culture of inclusion in the school environment, a situation that complicates their teaching performance; the identification of gaps in initial training, despite having received courses related to educational inclusion; finally, the understanding that inclusion in the classroom is a slow process of paradigm shift. The study concludes that normal school students, having a closer contact with reality, identify a contrast between theory and school reality; finding areas of opportunity which they are responsible for consolidating during their continuing education.
