This research study was conducted in order to determine the problems that preschool teachers experience in the inclusive education processes and to define the educational practices of teachers for students who benefit from inclusive education. The study was designed as qualitative research and purposeful sampling was used. In the study, semi-structured interviews were conducted with 20 preschool teachers working with disadvantaged children in different provinces of Turkey. In forming the questions in the semi-structured interview form, the relevant literature was scanned and the opinions of field experts were consulted. The data were analyzed by content analysis technique. Results of the study showed that preschool teachers do not feel professionally competent in inclusive education and they do not receive enough practical training in undergraduate education. It has been observed that teachers have some problems with children, families, administrators, and legislation in the learning and teaching process regarding inclusive education. In addition, it has been observed that the teachers make various practices for children, families, and the educational environment in order to create an inclusive education environment. It is thought that teachers should be supported in terms of knowledge and practice in inclusive education through in-service trainings and prospective teachers should be offered opportunities to work with children from different disadvantaged groups during undergraduate education. [Paper presented at the International Congress on Curriculum and Instruction (ICCI-EPOK 2021) (8th, Burdur, Turkey, Mar 25-27, 2021).]