The purpose of this study was to investigate the educational pathways of a group of children with and without special educational needs from the last year in preschool to 1st grade. Fifty-six children participated and 65 educational settings were visited. A longitudinal and mixed method approach was adopted. Data was collected via observations, conversations, interviews and a questionnaire. Over the early school years, the number of children with special educational needs increased. Their need of support ranged from some needs, to high and to very high needs. The support was integrated into ongoing activities and offered among peers, as well as provided in the form of one-on-one training and therapy, one-on-one conversation and after school training. The settings were comprehensive or specialised in a certain diagnosis, and the application of inclusion ranged from non-existent, to integrated activities and partial and full inclusion. The findings are related to national and international discussions on the topics of inclusive education, support provisions and early childhood educational pathways.