This study aimed to understand the process of implementing culturally responsive teaching (CRT) practices in inclusive settings for young children with disabilities. Two preschools and 24 teachers participated in this study. Data included interviews, field notes, professional consultation meeting notes, observation documents, and self-evaluation questionnaire responses. In the first phase, interview data were collected to understand how the teachers perceived their CRT efficacy. We next applied an action research method in the second phase, where the teachers received professional support in designing the CRT curriculum and instruction. Four themes emerged from the process, namely, curriculum and instruction, classroom management, support system, and cultural sensitivity. The findings suggest that professional support and collective teaching efficacy are key factors for the implementation of CRT practices in inclusive settings. Other implications are also discussed.