This study examines the classroom environment for students with disabilities in five pre-primary classrooms in Nairobi, Kenya. Creating an analytical framework based on CLASS, a classroom observation tool, we looked at the types of interactions children with disabilities had with their teachers and peers, using classroom observations and teacher interviews. The majority (63%) of interactions had a positive emotional tone for students with disabilities, and most (54%) were focused on instructional support. Teachers with more than three years of teaching experience had more positive emotional tone interactions and a higher incidence of instructional support. All five teachers displayed an effort to differentiate their instruction, and all teachers expressed an interest in additional training to help them support students with disabilities. Though a small sample, this finding suggests a counter-narrative to the assumption that teachers, particularly in sub-Saharan Africa, are not motivated to teach children with disabilities within mainstream classrooms. The sampled teachers were enthusiastic about teaching kids with disabilities and were building a warm, welcoming classroom environment through their daily interactions with these children. This created a strong foundation that teachers can build on, with support and training, to continue to differentiate instruction for children with disabilities.