Policies for early childhood inclusion in South Korea have been enacted and implemented over 3 decades. However, early childhood educators' experiences and perceptions toward inclusion in early childhood education settings have been understudied. In this qualitative study, we interviewed 11 early childhood educators with inclusive teaching experiences using a semi-structured format. The teachers conceptualized the definition of and suggestions for inclusion in early childhood education settings and discussed the benefits of and challenges for inclusion in current South Korean education settings. We use their suggestions to provide implications for research and practice.