The current study examined Early Childhood Education (ECE) teachers' understanding, attitudes and demographic influences regarding inclusion in ECE. Embedded within inclusive pedagogical philosophy, the present descriptive study draws on a sample of 21 ECE teachers purposively selected from ECE settings in Mashonaland West educational province of Zimbabwe. A constant comparative approach of data organisation with continual adjustment was utilised throughout the analysis. The study found that participants understood and held strong and positive attitudes towards inclusion. Training and experience in special needs education, womanhood, interaction with people with disabilities, adulthood and conceptualisation of inclusion were also established to positively influence teachers' attitudes towards the philosophy. Infusion of theory and practice of special needs education and co-opting teachers' concerns and sociocultural issues in teacher preparation and development could optimise inclusion in ECE. This study could serve as a springboard for future studies on professional teacher education for inclusion in ECE.