The early years constitute a formative stage in child development and family life, and as such warrant special attention and services. The aim of the study was two-fold; a) to critically analyze available education policies in Botswana addressing early childhood interventions for children with disabilities; b) to investigate the views of government officials and those from Non-Government Organizations (NGOs), on early childhood intervention policies and practices. Using a qualitative approach, nine policy-makers and ten program coordinators from NGOs were interviewed. The findings revealed that early childhood intervention services in Botswana are limited and unevenly distributed. Lack of coordination among service providers made the early intervention ineffective. It is recommended that the existing Early Childhood Education and Care policy should incorporate guidelines on early childhood intervention for children who are at risk or have developmental disabilities.