The purpose of this study was to determine what instructional practices that enhance outcomes for diverse learners do kindergarten teachers see as desirable and feasible to implement and which do they report implementing in their general education classroom. Ninety-five kindergarten teachers were asked about their perceptions and use of instructional practices. A subgroup of 18 teachers also participated in a follow-up interview. Teachers rated the desirability of all practices high indicating their awareness and the importance of each. The most desirable practices reported by teachers primarily focused on practices surrounding the social-emotional domain of students. Although teachers rated the ease of doing most of the practices relatively high, this rating was lower in all cases from the desirability rating. (Contains 2 tables.)