Purpose: The goal of this study was to discover and explore preschool teachers' opinions of inclusive education in mainstream education in Kerala, as well as the inclusivity of their settings. The study focused on their beliefs,actions, and personal and professional circumstances that influence their perspectives. Methodology:The information was gathered from a group of 30 preschool teachers who worked in both urbanand rural parts of Kerala in conventional preschool settings. The data for this study was gathered using a mixedmethods technique, which included interviews and questionnaires. Findings/ Result:The findings revealed that the preschool teachers had a positive but skeptical attitude.The interviews revealed challenges with the actual implementation of inclusive education due to a lack of competence and support, and the questionnaires corroborated these findings, stressing the incredible effort put in by the instructors to work under difficult circumstances. These findings highlighted the necessity for ongoing training in special and inclusive education, as well as collaboration among all educational systems. Only then would mainstream preschool teachers' good opinions of inclusion be able to lead to the successfulimplementation of inclusion in the educational process. Paper type: Analytical Research Pape

Early Childhood inclusion, Pre-school teachers, Children with special need