Abstract
The study utilized an autoethnography to explore one early childhood special education teacher’s experience in a preschool inclusion program in northern California. Through journals, meeting notes, analysis of the literature, and artifacts, the researcher was able to explore the co-teachers roles and supports in a preschool inclusion classroom. By closely examining the experiences this year, the data found that the roles of the co-teachers were unclear and supports for the early childhood teacher and early childhood special education teacher were siloed, thus challenging the co-teaching effectiveness. Despite the barriers, this study found that collaboration time was essential in creating resilience and trust within the co-teaching team. With preschool inclusion programs on the rise in California, it is important for programs to create a streamlined system of supports including a shared vision, trainings, communication, and collaboration in order to effectively support co-teachers in a preschool inclusion classroom.