This study reports data on early childhood teachers' perspectives of early childhood inclusive education in New Zealand. A qualitative method was employed for this research. The process included an internet survey questionnaire which was sent out to early childhood teachers across New Zealand. The results indicated that though early childhood teachers believed that in general, early childhood programmes in New Zealand were flexible and welcoming, they found that their programmes did not effectively respond to children with special needs. Teachers also reported the strategies they used and the difficulties that must be overcome for the successful inclusion of young children with disabilities. Implications and suggestions for the implementation of effective inclusive early childhood services are included.