The purpose of this meta-synthesis was to integrate findings from qualitative research studying the experiences and outcomes of children when they participate in inclusive early childhood (EC) classrooms. The goal was to promote a broader understanding of practices and outcomes in inclusive EC programs. Eight primary studies were included in the meta-synthesis. Evaluation of the eight qualitative studies indicated that all utilized methods to establish trustworthiness and ensure rigorous methodology for the type of data collected, indicating high-quality of the studies. Three themes resulted from the systematic coding of the results of the primary studies. These themes related to the outcomes of children's access to and full participation in inclusive EC programs, the formation of positive relationships and friendships between the children with and without disabilities as a result of interactions over time, and the children's autonomy in social interactions as reflected in when, how, and with whom the children chose to interact. The results support that EC inclusion can result in positive outcomes for children and should be expanded as a service delivery model. Implications for future research and the provision of services are discussed.