There is an increasing body of literature that extols the virtues of teacher leadership despite the concept remaining underdeveloped and under-theorised (King & Stevenson 2017; Torrance 2013). Acknowledging the dearth of literature exploring the development of teacher leadership at preservice level, this article reports on results from a qualitative study which employed Bond’s (2011) theoretical framework for preparing preservice teachers in the Republic of Ireland (ROI) to become teacher leaders for inclusion. This study adopted a self-study approach (Vanassche & Kelchtermans 2015) involving two teacher educators, in the ROI, where the researcher, being relatively new to teacher education, was supported by a critical friend in the design, implementation and evaluation of the modules. Results strongly indicate that student teachers felt prepared to exercise leadership for inclusion through lived experiences of leadership, understanding change, being research informed and having many opportunities for reflection. This article argues for unlocking the potential for leadership for inclusion to begin with student teachers and concludes by suggesting that this article may help to address the paucity of literature around teacher leadership at preservice level and in particular teacher leadership for inclusion.