This study investigated the nature of kindergarten children's understanding about and attitudes toward disabilities. Interviews with 77 Canadian children enrolled in inclusive classrooms showed that kindergarten children (a) conceptualize disabilities chiefly according to physical appearances and (b) possess a fairly accurate understanding of some aspects of disabilities. Kindergarten children also hold generally positive attitudes toward persons with disabilities. These attitudes, however, do not reflect their reported friendships with persons with disabilities. Only half of the nondisabled children reported having friends who have disabilities. Possibilities for future research and the need to further enhance the social inclusion of children with disabilities are suggested.