In this article, we explore the alignment between teachers perceived competence needs and the content of current Norwegian teacher education programmes. Drawing on a survey of 412 teachers across six municipalities and a document analysis of Pedagogy and Pupil Knowledge (PEL) syllabi from five teacher education institutions, we identify a clear discrepancy between professional demands in schools and the competencies emphasized in teacher training. The findings reveal that 65% of respondents request further competence in special education, particularly concerning behavioural challenges, neurodevelopmental disorders, and adapted learning. While PEL curricula include elements related to inclusion and adapted education, these topics often receive limited scope due to the overall thematic congestion of the programme. Consequently, teacher education appears to prepare students primarily for the “ideal pupil,” leaving them less equipped to address the full diversity of learners in today’s classrooms. The article argues strengthening the pedagogical and special education components of teacher education to ensure that new teachers are adequately qualified for meeting the whole diversity. Without such a reform, there is a risk that teachers’ efforts to meet ALL students will remain ambitious rather than achievable.