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This study aims to examine the process of using simulation to select candidates from a pool of teacher-education-programme applicants, considering the applicants’ perspective. The population of applicants to teacher-education programmes has been the subject of numerous studies; however, only a minor portion of these examined the applicants’ perspective regarding the applicant-selection process. Furthermore, the process of using simulation as a tool for applicant selection to a teacher-education has not been studied yet.

This case study focuses on applicants’ experience of the simulation-based selection (SBS) and its potential advantages. A total of 188 applicants completed a reflection questionnaire and participated in interviews; 15 of them also participated in focus groups. The data were analysed using the thematic-cognitive method.

Data analysis revealed three major themes and nine subthemes, which represent the value of SBS from the applicants’ perspective in terms of social–interpersonal, cognitive–professional and emotional–personal skills.

Research findings may enable decision-makers in teacher-education programmes to improve the candidate selection process, which will lead to the absorption of suitable teachers on the one hand and prevent the integration of unsuitable candidates on the other.

This pioneering study contributes to our understanding of the applicant-selection process and offers practical recommendations for using SBS to enhance the quality of the selection process.

Inclusion of children with special needs into mainstream schools reflects a society’s view of their role as caregivers for all citizens, regardless of any understanding of the benefits that educating for inclusion might have. Although inclusion should be conducted throughout all areas of life, frequently people refer to it only as an academic process that teachers must be responsible for. Thus, such inclusion provides teachers with the opportunity to lead future generations towards the development of societies that indeed practice inclusion as a natural process. However, even if we decide to focus on the process only from the school perspective, in practice teachers cannot conduct it efficiently without proper training. This chapter is thus designed to promote the understanding of possible implications of the new inclusion policy in Israeli elementary schools which will allow the development of innovative and quality teacher-training programmes, and the quality of teaching in general.