This study investigated the level of future physical education teachers' self-efficacy to inclusion of students with disabilities and its relation to the source of physiological and affective states. One hundred eighty eight physical education student teachers responded to a self-efficacy scale towards inclusion, and the teacher self-efficacy source's scale. Participants presented moderate teacher self-efficacy for inclusion, being the inclusion of students with physical disability the strongest dimension. Physiological and affective states were related more powerfully to inclusion of students with physical disability than with intellectual and visual disability. Results support the proposition that is essential that teacher education programs offer opportunity for future teachers to develop their own competencies to promote the inclusion in the classes.