The most recent efforts to promote inclusive education have acknowledged the various contexts in which it takes place, moving away from a placement-focused conceptualization of inclusion. Acknowledging that inclusive education may take place within multiple types of early childhood education programs necessitates the consideration of context as a potential factor influencing its high-quality implementation. Moreover, assessing and supporting quality within inclusive classrooms requires a consideration of both global quality and inclusion quality; yet, these two facets of inclusive education quality have rarely been considered together. In accordance with recent advancements in the conceptualization and promotion of inclusive education, we discuss three ongoing challenges in inclusive education research: operationalizing inclusive education independent of physical placement, ensuring the adequate consideration of context, and appropriately measuring quality. We also provide recommendations for future research aiming to continue advancing the field's knowledge of high-quality inclusive education.