Young children of colour with disabilities have experienced more exclusionary practices in educational settings. Given the fast-growing number of students of colour across classrooms in the United States, and approximately 1 in 6 students identified with disabilities in public schools, it is important to pay attention to why exclusionary discipline is disproportionately used at school. Understanding views from different stakeholders on exclusionary practices may help find solutions for remediating such practices for young children of colour with disabilities. Using virtual Learning Labs, this study explored the beliefs and experiences of the exclusionary discipline of five early childhood stakeholders with diverse cultural and linguistic backgrounds. Through qualitative focus group interviews, educational stakeholders highlighted the importance of continued use of humanizing and familiar inclusive disciplinary strategies to support students. Implications for multifaceted practices and research are discussed.