This study examined pre-service teachers' understanding, attitudes, preparation and concerns regarding inclusion in early childhood education (ECE) in Zimbabwe. Entrenched within inclusive pedagogy, this descriptive study draws on a sample of 24 pre-service teachers purposively selected from the largest teachers' college with the oldest specialized department for ECE in the country. Throughout the analysis, a constant comparative approach of organizing data with continual adjustment was used. Participants understood and held positive attitudes towards inclusion, but felt ill prepared for it and revealed social and cultural contextual barriers to its practice. Several strategies including the infusion of inclusive education training into regular teacher preparation courses, the development of advocacy expertise in pre-service teachers, pooling resources, fostering positive attitudes among stakeholders and considering teachers' concerns in designing and implementing teacher preparation programmes would enhance inclusion in ECE in Zimbabwe. The study serves as a springboard for future studies on teacher preparation for inclusion.