Early childhood instruction is a significant milestone in the development of a child. Educators, psychologists, and other school experts have developed materials and methods to make instructional practices more inclusive. During the process of educational reform, specialists in the field of education were confronted with epistemological concerns. For example, how can the process of teaching and learning be made most effective for all learners? What instructional strategies will assist in maximizing the student's educational experience? How can students with disabilities be best educated? In order to serve the educational needs of early childhood, Friedrich Froebel created the kindergarten, an innovative approach to teaching and learning. Influenced by Froebel's philosophical and instructional principles of early childhood instruction, Michael Anagnostopoulos (known to Americans as Anagnos) took these theoretical concepts and applied them to children who were underserved, underrepresented, disabled, and quite often excluded from a formal school setting. This paper introduces the reader to a brief discussion of the kindergarten followed by a thorough examination of the historical journey that led to the establishment of the Kindergarten for the Blind in 1887.