The work described here was undertaken with a view to preventing school failure in the broadest sense. It took place between 2001 and 2005 and was funded by the European Commission through the Comenius 2.1 programme that provides funding to educational institutions to improve the education of staff in schools by sharing good ideas and so improve the quality of teaching and learning in classrooms. We were fortunate to have had colleagues from Brazil join us so giving a Latin American dimension to our thinking. In this volume colleagues from the Institut Universitaire de Formation des Maîtres de Versailles, the Universidad de Zaragoza, Università degli Studi di Bari, Escola Superior de Educação de Bragança, the Pontifcia Universidade Católica do Rio Grande do Sul, and from St Patrick?s College Dublin took part in the work. This book is intended to contribute to reflections on teacher education, and in particular on how well young teachers are educated to meet the challenges presented by pupils who are in some difficulty in primary and secondary schools. We hope that this work will stimulate discussion both within teacher education institutions, and provide a European perspective to readers in all sections of the educational community in their thinking about the central problem of preventing school failure and promoting a genuinely inclusive context for all pupils in schools.