The role of regular teachers is asserted as an integral component in the fruition or otherwise of inclusion in Early Childhood Education (ECE). Consequently, their preparation for inclusion is a cause for concern. An examination of regular teachers' preparation for inclusion in ECE in Zimbabwe revealed that they had tuition in characteristics, health, attitudes, education, inclusion, assistance, diversity and behavior management of children with disabilities. Regular teachers had also tutelage of social, physical and behavior management environment. They had further grounding in collaboration with peer regular teachers, teacher assistance teams, multidisciplinary teams and parents. Inversely, regular teachers lacked training in instructional environment management, adaptive equipment, environmental adaptations, flexible working with individual children, collaboration with specialist teachers and content, process and assessment modification. Attention to these issues as they relate to child diversity, curriculum differentiation, classroom and behavior management and collaboration would optimize regular teachers' preparation for inclusion in ECE.