Serap Aktemur Gürler, Ayşe Duran Yılmaz, Şeyda İnce Sezer
The present study aims to examine preschool teachers’ awareness, and attitudes regarding inclusive education. A mixed-method research design, integrating quantitative and qualitative approaches, was employed. The quantitative sample consisted of 260 preschool teachers working in the city of Şanlıurfa during the fall semester of the 2023–2024 academic year, who voluntarily and appropriately completed the data collection tools. The qualitative dimension of the study included semi-structured interviews conducted with five preschool teachers. The findings revealed that preschool teachers demonstrated generally positive awareness levels towards inclusive education. While no significant differences were found in awareness levels according to gender, statistically significant differences emerged based on teachers’ age and years of professional experience. The qualitative findings supported the quantitative results by highlighting teachers’ perceptions of inclusive education, instructional strategies, material use, and the opportunities and challenges associated with inclusive practices in preschool settings.