Abstract
This study presents data collected from one preschool inclusion co-teaching team within one school district in the greater San Francisco Bay Area to examine experiences with inclusion in early childhood special education and the collaborative process between co-teachers. The current qualitative study investigated experiences and viewpoints of one general education teacher and one special education teacher co-teaching in an inclusive preschool program. Data from interviews indicated the relationships fostered between co-teachers directly impacted the collaborative process. Both participants emphasized that positive, meaningful bonds were necessary to create a cohesive harmonious unit. They also stressed the need for universal trainings facilitated by their district to enrich and promote an equitable team dynamic whereby both teachers are valued and viewed as equals in the classroom. Implications for practice are discussed and further research into experiences of inclusive co-teaching in early childhood are suggested.