The concept of inclusion has acquired special importance in recent years in the Latin American educational context and particularly in Chile, becoming visible through a series of public policies that seek its development in the national educational system. The present research gives an account of the inclusive cultures, policies and practices present in the training process of Basic General Education teachers in four universities in the central-south zone of Chile. It presents the results of a research that involved conducting 20 interviews with academics who teach in the selected career. The methodology used was guided by an interpretative paradigm, with a qualitative epistemological approach, privileging the multiple case study design and the analysis of information through qualitative content analysis. The main findings regarding practices, academics focus their attention on students who present some SEN. For them, inclusive education is synonymous with SEN, which shows that the training provided by the universities under study is not in line with the current approaches and requirements demanded by the educational system in terms of inclusion.