eng Science and Education Publishing American Journal of Educational Research 2327-6150 2020-09-26 8 9 718 726 10.12691/education-8-9-14 EDUCATION20208914 article Francis Simui francis.simui@unza.zm 1 Kenneth Kapalu Muzata 2 Gift Masaiti 2 Shila Mphahlele 3 Gistered Muleya 3 Victor J. Pitsoe 3 Institute of Distance Education, University of Zambia, Lusaka, Zambia School of Education, University of Zambia, Lusaka, Zambia College of Education, University of South Africa, Pretoria, South Africa This study contributes to the discourse on the motives that propel pre-service teachers venture into special education. Studies on education are not yet conclusive on why special schools should continue to experience shortage of teachers in special education when universities churn-out graduates in the field every year, thereby questioning the motive of special education students. In this case study, we interrogated the motives of pre-service teachers that propelled them to venture in Special education at the University of Zambia. The findings indicate that a minority had intention of pursuing special education from the onset, while the majority never desired to pursue special education. Pre-service teachers were propelled by a strong desire to advocate for Human Rights of the marginalised, become inclusive teachers, and amass economical gains. Overall, the findings of this study have serious ramification as they show the need for curriculum transformation in favour of inclusive education. http://pubs.sciepub.com/education/8/9/14/education-8-9-14.pdf inclusive education higher education Motives pre-service teachers special education Zambia