This thesis examines the potential relationship between Art and Inclusive Education. In particular, it seeks to suggest that teachers' own Aesthetic Education can be an important aspect of developing inclusive practices in the teaching process. The purpose of the research was to study the elements related to the development of aesthetic awareness of future primary education teachers within Greek universities and its correlation with the use of more inclusive practices in the teaching process. In order to accomplish the purpose, a qualitative methodological approach was chosen to conduct the research. The grounded theory was used as the method of qualitative research, while the constant comparative method was used to analyze the collected data. Observation and interviewing were used as the means of data collection, and the necessary criteria were obtained to ensure the trustworthiness of the findings. The research participants were educators who served in public kindergartens, in the area of the South Aegean islands in Greece, during the school Years 2019-2020.The findings of the study revealed that teachers' aesthetic awareness has an impact on promoting inclusive practices, when the organized artistic activities have learner-centered goals and not logistical goals.