<![CDATA[The readiness of prospective physics teachers to face inclusive classes remains a significant challenge in the implementation of fair and equitable education. Lack of understanding, attitudes, and emotional readiness can hinder the effectiveness of physics learning in inclusive environments. This study aims to analyze prospective physics teachers' readiness to implement inclusive learning, focusing on their sentiments, attitudes, and concerns. This study is quantitative and uses a survey design. The subjects were 104 prospective physics teachers who also served as subjects in the instrument test. Data collection was conducted through the SACIE-R questionnaire and interviews to support the quantitative data. The data were analyzed using quantitative descriptive methods to characterize respondents' overall readiness. The results show that prospective physics teachers' readiness falls into the neutral category, indicating they neither fully support nor reject the implementation of inclusive education. Furthermore, no relationship was found between gender and sentiment, attitudes, or concerns regarding learning in inclusive classes. The conclusion of this study indicates that prospective physics teachers' readiness still needs improvement to support inclusive education optimally. The implications of this study emphasize the importance of integrating inclusive education materials into the teacher education curriculum and providing special training to improve the pedagogical competence and professional readiness of prospective teachers.]]>
