Understanding how pre-service teachers conceptualize inclusive schooling is critical for effective teacher education. The present study examined how 455 pre-service teachers from eight Slovak universities perceive and prioritize eight distinct conceptualizations of an inclusive school, analyzing influences of professional specialization, study mode, and experience with diversity. A quantitative survey, utilizing ratings on a 6-point Likert scale and forced choice ranking, revealed "every child is valued" as the most preferred concept, signaling a strong normative commitment to individual children's worth. "Bottom-up inclusion," emphasizing practical, team-based approaches, also ranked highly. While no significant differences were found across teacher specializations or personal experience with diversity, part-time students showed stronger preference for "bottom-up inclusion" compared to full-time students, who prioritized "every child is valued". These findings suggest that professional experience may shape more practical conceptualizations of inclusion, underscoring the importance of structured reflection alongside practical experience in teacher education.