In this study, we examined and compared preschool children's behavioural intentions towards and perceptions of peers with physical, intellectual and no disability. Capabilities and behavioural intentions scales, based on picture cards, were administered face-to-face to 144 preschool children. Significant differences were found between perceptions of and behavioural intentions towards children with physical, intellectual and no disability. When these differences were examined, it was determined that the perceptions on and behavioural intentions towards children with an intellectual disability were less positive than those towards children with a physical disability and no disability. Children's behavioural intentions towards and perceptions of children with physical, intellectual and no disability did not differ according to participants' variables. These findings show that in early childhood education, rather than just placing peers with disabilities in classroom environments, it is necessary to promote quality interactions.