This article examines administrator perspectives of innovative services for the inclusion of young children with disabilities in regular preschool classrooms in China. Twelve directors from 12 pilot inclusion preschools in Beijing participated in this study. Qualitative interview results revealed the following subthemes: definition, advocacy, teacher attitude, classroom concerns, resources, benefits of inclusion for children with disabilities, benefits of inclusion for children without disabilities, challenges of inclusion for children with special needs children, and challenges of inclusion for children without disabilities. Discussion and recommendations were provided on the basis of research findings.