Under the Individuals with Disabilities Education Act of 2004 (IDEA, 2004a) and the Americans with Disabilities Act (1973), children with delays and disabilities have the right to access similar settings as their typically developing peers to receive care and education, which includes participating in community-based child care centers. A significant financial investment was made by the federal government through the Child Care and Development Block Grant Act of 2014 (CCDBG) to ensure that child care settings provide quality care, which triggered the implementation of quality rating and improvement systems in the majority of states (Quality Compendium, 2016). However, a setting deemed as high quality is not enough to ensure that effective instruction is provided adequately to meet the individual needs of children with disabilities in early childhood settings (Soukakou, Winton, West, Siders, & Rucker, 2014; Wolery, Pauca, Brashers, & Grant, 2000). This hermeneutic phenomenological study described the lived experiences of child care center directors as they engaged in providing quality care for children with disabilities in their settings by exploring (a) trends in quality improvement initiatives in early childhood education, (b) quality rating and improvement systems (QRIS) as an essential framework for quality improvement, and (c) inclusive practices in light of the implementation of these systems. Experiences of child care leaders as they engaged in providing care for children with delays and disabilities in an urban setting were explored with a focus on the following central question: How do child care center directors, participating in the quality rating and improvement system (QRIS), perceive inclusion? Participants were purposefully selected based on their responses to the continuous quality improvement plan (CQIP) and placed into two categories (a) responders to the inclusion indicator of the state's CQIP and (b) those who did not respond to the inclusion indicator of the CQIP. Data were collected through analysis of semi-structured interviews and coded in effort to find common themes in the experiences of the participants. The themes that emerged were: similarities related to perceptions of inclusive practices, differences related to perceptions of inclusive practices, perceptions of how QRIS supports inclusive practices, and recommended enhancements to QRIS that support inclusive practices. Recommendations were made for increasing inclusive practices by means of local and national QRIS implementation through the experiences of child care center directors who participated in this study. [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.]