In this chapter we consider the importance of, and ways to conceptualize, a more robust agenda for the next generation of research on teacher education for inclusion. Research on teacher education for inclusion, while increasingly available in the literature, is fragmented – primarily because models have yet to be developed to account for how research on both the structures and the content of teacher education for inclusion contribute to fully understanding how best to prepare teachers to serve all students well. Developing such a model needs to take into account the complexity and context in which teacher education for inclusion is practiced within and across nations so that new questions emerge to broaden and deepen inquiry.