This study investigated the extent to which preschool teachers have been prepared to recognize students with potential learning needs. The ability of these teachers to recognize students with learning needs and provide appropriate support or referrals is critical for the success of the students. Through this research, several insights have emerged regarding learning needs and children in early education. First, the study revealed the need for more professional development. Secondly, the study revealed that educators play an important role in helping to discern students that need additional support; professional development will help build their confidence when it comes to referring students for services through Child Find or other agencies. Additionally, the study revealed that there is a need for intervention strategies, public education, and collaboration regarding the importance and benefits of early intervention for students with learning needs. Involving a larger network of individuals to support children with learning needs not only enhances their chances but also increases the likelihood of recognizing other students and families who may benefit from assistance. Educating the public on the importance of early intervention and fostering collaborative efforts, we can mitigate the stigma associated with learning disabilities. The more the community knows regarding learning disabilities, the easier it will be to build strong relationships with parents, guardians, policymakers, and community agencies thereby streamlining intervention efforts for educators. The significance of this study lies in its potential to equip future researchers and policymakers with the tools necessary to advance equity and inclusion in early childhood. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]