Until now, studies have not looked at the importance of managing and reducing academic transition times in inclusion classrooms. In the present study, researchers examine the impact of teacher-approved, environmental modifications in the context of an inclusion class. The methodology used was a single-subject, multiple baseline design across four transitions in two early childhood inclusion classrooms, to evaluate the effectiveness of classroom modifications on transition time. The modifications included: lines on the rug to indicate seating rows, table inserts and chair bags to provide access to materials, visual aids to indicate center choices, and chimes to begin/end transitions. Results from the interventions show that teacher-prompted modifications in inclusion classrooms are relevant to the overall discourse of the importance of reducing transition times. Class-wide data analysis showed a decrease in transition times by an average of 1 minute and 36 seconds, following the introduction of the modifications. Teacher feedback indicated satisfaction with the modifications and the results.