This mixed-methods phenomenological study examined elements that impact Individualized Education Program (IEP) team members in supporting placement for students with disabilities (SWD) in inclusive early childhood education programs. Best practices in education and federal law stipulate that schools educate SWD in settings as close to general education as possible. Although schools implement a range of inclusive placement settings to meet the needs of SWD, IEP teams' placement recommendations vary widely despite SWD demonstrating similar educational profiles. This study analyzed elements such as educator beliefs and attitudes, professional learning received, and past experiences working with SWD. A document review and the In-Service Teachers' Attitudes about Inclusive Education Likert scale survey were administered and analyzed for 88 educators. The study then conducted 12 double-coded interviews to identify themes and practices that promote inclusive placement recommendations. Educators with more years of experience who had taught in inclusive programs were more likely to demonstrate support for SWD placed in general education settings. Professional learning in Universal Design for Learning and Supporting SWD showed significant positive effect sizes on inclusive practices and placements. Educators expressed a greater need for: (a) observational learning, (b) disability-specific professional learning, and (c) increased support, primarily in the form of instructional assistants (paraeducators), as they identified that form of assistance as necessary to properly support SWD in inclusive programs. Implications regarding the major findings from the research are discussed. [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.]