This study investigated how a child with early cochlear implantation interacted with peers in his inclusive preschool setting. A qualitative case-study framed in a socio-linguistic framework guided the data collection and analysis. Data collection included detailed field notes, classroom free play observations, informal student interviews, teacher interviews and artifacts. The study describes developmentally appropriate language milestones for a child born deaf thus supporting the large body of research advocating implantation before 12 months. Although clinical language skills were on target, the inclusive setting (physically, temporally and inter-personally) hindered the child's ability to use his skills to engage in cooperative play. Despite limited social interactions, the child engaged in various types of rich and deep play, had a strong "deaf" identity, advocated for his own needs and was empowered to adapt his play entry strategies. Recommendations to early childhood professionals, early intervention providers and teachers of the deaf for supporting children with cochlear implants in the inclusive early childhood setting are provided. [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.]