This article discusses special education teachers' initial training within public policies establishing teaching students with special educational needs and disabilities in mainstream classrooms. Based on the question of how special education teachers' initial training in Chile is responding to inclusive education policy regulations, we describe and analyze discourses about training regarding special education and inclusive policies. Drawing on interviews with directors, graduates and teachers we underline significant dimensions of emergency and change in special education teaching careers regarding collaborative work within regular schools; influence of policy regulations such as School Integration Programs; strategies for diversification of teaching and evaluation; and resources or technologies for special education. Our conclusions address recommendations for teachers' training, distinctions between regular teachers and special education teachers' roles, and major attention to co-teaching strategies.