Inclusion is important for development of social-communication and all skills of children with autism spectrum disorders (ASD) and their participation in social life. In order to carry out a successful inclusion process, preschool teachers have crucial and fundamental role. The purpose of this qualitative study is to explore the experiences of eight preschool teachers in Turkey. In other words, challenges faced by preschool teachers and methods used were explored. Semi-structured interviews were analyzed via inductive analysis. The findings show that the teachers experience various difficulties and use various methods, though limited, to handle these difficulties. It is expected that this research will shed light on the current practice and inspire advanced research studies. Moreover, it is predicted that research carried out in different cultures can offer cultural perspectives to the international literature.