This study examined teachers' strategies for inclusion of children experiencing parental separation and divorce in mainstream early childhood development (ECD) in Zimbabwe. Entrenched in international research findings on best practices in inclusion and support for children experiencing parental separation and divorce in mainstream education, this descriptive study drew on a purposive sample of 23 mainstream ECD teachers. Thematic data analysis, which involved identification of themes founded on commonalities and patterns evident in document analysis, observational field notes and interview data, was utilized. Despite participants' inadequate preparation to manage children with behavioural challenges and motivate active participation and involvement of all children in mainstream pedagogy, they held positive dispositions towards inclusion. Participants institutionalized collaborative structures and cultures, structured child-centred activities, support systems, emotional support, educational support and behavioural support to include children experiencing parental separation and divorce in mainstream classrooms. This study is a springboard for future studies on the subject.