Inclusive education is a key priority in early childhood education (ECE), ensuring equitable learning opportunities for students of determination (SOD). In the UAE, policies such as “School for All” promote inclusive practices, yet teachers face challenges in implementation due to workload pressures, gaps in practical training, and limited classroom support. This study examines ECE teachers’ perceptions, attitudes, self-efficacy, intentions, and concerns regarding inclusive pedagogy. Using a mixed-methods approach, data were collected through surveys and interviews with 17 homeroom teachers from Pre-K to Grade 2. Findings show that teachers generally hold positive attitudes and demonstrate high self-efficacy towards inclusion, but report significant concerns, particularly about managing severe disabilities and adapting curricula to diverse needs. Correlational analyses revealed that higher levels of concern are associated with lower self-efficacy and less favorable attitudes, while intentions to implement inclusive practices remain moderately positive and show a surprising positive relationship with concerns, reflecting teachers’ commitment despite challenges. Interviews highlighted challenges, including a disconnect between theoretical training and practical classroom realities, parental resistance influenced by cultural stigma, and insufficient professional development and support. Despite these barriers, most teachers demonstrate a willingness to collaborate and adapt when provided with adequate resources and guidance. The study emphasizes the need for targeted professional development, stronger administrative and specialist support, enhanced parental engagement, and improved home–school collaboration to better support inclusive pedagogy in early childhood settings.