The goal of this research work was to gain insight into the perspective of preschool teachers on the implementation of inclusion in kindergartens in the city of Vukovar. Also, what their previous experiences are in working with children with special education needs (SEN), reflections on competence and possible needs for professional support in the implementation of inclusive education. The results of this research provide insight into the quality of inclusion in kindergartens in the city of Vukovar and give a guideline for the further implementation of inclusive practice. The qualitative approach and a semi-structured interview method were applied during this research. Fifteen preschool teachers who work in kindergartens in the city of Vukovar where inloved in this research. The preschool teachers have experience of working directly with children with SEN. They support the process of inclusion, but they deal with professional challenges on different ways. The results of the conducted research indicate that preschools teachers can’t independently cope with all the inclusion demands placed to them that seems to not be well prepared or implemented within the kindergartens of the city of Vukovar. Also, preschools teachers emphasize the need of respecting them and their reflections on the possibility of improving the inclusive conditions in the kindergartens in city of Vukovar. They generally consider inclusion positive and good for children with SEN as well as for children without SEN. On the other hand, it is evident that their opinion about inclusion is affected by the large number of children in educational groups, which results in the impossibility of dedicating to children with SEN. They also consider the (in)adequate conditions for work with children with SEN, the lack of education, absence of special educational professionals, poor didactic-methodical equipment and lack of support from an assistant or a third preschools teacher. Although, the educators make recommendations and express their needs for improving the inclusiveness of the kindergartens they work in, which is applicable in all aspects of their work and activity.