This research examined the effectiveness of early childhood inclusion from the perspective of parents. Participating in the study were 18 parents (mothers and fathers) of 3- to 6-year-old children with a disability who had been placed in various educational settings. Half of the children were dually enrolled. Parents were interviewed separately. Three themes emerged from the interviews: (1) expectations and world view of parents; (2) the broad definition of inclusion; and (3) relationships with professionals. The findings indicated that the families reported various reasons for placing their child in an inclusive setting, including desire for the child to have a "normal" experience and not be isolated from his or her peers. Parents focused on the social aspects of inclusion, normalization, and the greater acquisition of skills. Some parents viewed inclusion from a social interaction perspective; parents whose children did not have cognitive delays viewed inclusion as contributing to the child's cognitive development. Parents expressed some concerns about inclusion, including lack of teacher attention, ridicule or rejection by peers, and the quality of services received. Findings of this study were compared to those of other studies of inclusive programs. It was concluded that successful inclusion requires: (1) embracing an inclusive philosophy that supports and welcomes all children within typical settings; (2) refining educator communication and collaboration skills to work effectively with parents and professionals to plan and implement programs for young children with special needs in typical settings; and (3) using teaching strategies that promote the social and cognitive development of all children and designing appropriate educational environments. (Contains 23 references.) (KB)