A local education agency (LEA) preschool program serving 3- to 5-year-old children is committed to high-quality inclusion for young children with disabilities and their neurotypical peers. The school is investing in using evidence-based practices to support all children in learning and development, building meaningful friendships, and a sense of belonging in the community. The purpose of this manuscript is to walk the reader through how the transdisciplinary approach can be used collaboratively to implement high-quality inclusive practices in an inclusive LEA preschool setting for 3- to 5-year-old children with a wide range of disabilities when policies and practices are focused on: (a) leadership, (b) intentional curriculum planning, (c) evidence-based instructional strategies such as embedded instruction, (d) the regular use of data for decision making, and (e) understanding the perspective of the family.