This naturalistic investigation explored the knowledge, skills, and personal qualities demonstrated by two early childhood resource consultants when preschool children with special needs were included in community-based early childhood settings. This article describes the dilemmas, challenges and barriers faced by the resource consultants as they sought to promote quality inclusive care and education. Ethnographic methodologies of data collection and analysis were used to consider complex interactions that took place between the resource consultants, teachers and parents as preschool programs sought to implement inclusive practices. Emerging from the data is a view of effective resource consultants who in their daily activities demonstrate knowledge of the consultation process, knowledge of the process of change, interpersonal effectiveness, and leadership ability. Findings suggest that resource consultants differentially apply their knowledge, skills and personal qualities within the sociopolitical structures in early childhood settings to support the changes required for inclusion to be successful. Four consultative styles that emerged from the data are described: Empathic Listener, Directive, Facilitative and Collaborative.