The national policies of the Chinese government regarding preschool inclusion are emerging to promote the well-being of all children, particularly children with disabilities in natural environments such as regular preschools or in homes. Following the global trend towards inclusive education, preschools in Beijing are gradually implementing both the philosophies and practices of preschool inclusion through pilot programmes. Therefore, the purpose of this article is to illustrate how preschool inclusion is being introduced into the Chinese sociocultural context using a case study focused on a lead inclusion preschool being piloted. The authors will discuss findings from data triangulation of various data sources, including Early Childhood Environment Rating Scale-Revised ratings, interview transcriptions and document analysis. (Contains 1 table.)