This article describes early childhood inclusion in educational settings in Spain. First, we address the legislative framework of preschool education in Spain and offer a brief analysis of some relevant issues, including the current situation of early childhood education and inclusion at this stage. Second, current policies and practices relating to the inclusion of students with special needs in early childhood education are analyzed. Issues such as staff characteristics and training, the ratio of children with special needs to children without special needs, forms of schooling, curriculum, and available supports are covered. Third, we present a brief summary of the evaluation and research on early childhood inclusion. Despite the limited availability of data, we present some results from a recent study that includes aspects such as the facilitators and barriers to inclusion, development of the student, participation and acceptance, and the ongoing process of inclusion. Finally, the main challenges that we face in our country and the next steps regarding the learning and development of students, participation of families, teacher training, working conditions, and future research are addressed.