In this year-long qualitative study we found that most early childhood student teachers involved children with special needs in project work and realized its benefits. The factors that promoted children's involvement were familiarity and interest in the topic, comfort with the size and composition of the small group, and the use of open-ended, child-centered activities. While challenged, student teachers were able to meet the broad range of developmental levels through project work. They recognized and valued how project work can promote acceptance of diversity. Positive field experiences in an inclusive setting incorporating project work deepened student teachers' understanding of children with special needs.