The autism spectrum disorder belongs to a group of pervasive developmental disorders that encompasses a range of difficulties in social interaction and communication, repetitive stereotypical actions, difficulties in speech and communication, difficulties in performing simple actions such as feeding and dressing. It most commonly occurs by the third year of a child’s life and lasts a lifetime. The disorder cannot be cured, but children with autism spectrum disorder can progress in all or at least most areas of development with appropriate help and support. One of the ways to provide support is to include them in preschool institutions with other children of orderly development. Therapeutic programs and rehabilitation procedures involving children with autism spectrum disorder will not change their way of thinking, understanding and observing, but it can enable them for greater independence, inclusion in the social community and socialization processes. It is important to provide them with equal educational conditions and a stimulating environment for their further development. The purpose of this paper is to investigate what students and preschool teachers think about the inclusion of children with autism spectrum disorder in preschools, whether they are competent to work and have the necessary knowledge and skills, and how they deal with the challenges faced by children with autism spectrum disorder. For the purposes of this final paper, a survey was conducted through a questionnaire entitled "Opinion of students and preschool teachers on the inclusion of children with autism spectrum disorder in preschool institutions" which contained a total of 25 questions answered and expressed by students and employed preschool teachers. The results of the questionnaire showed that a large number of respondents agree that children with autism spectrum disorder should be included in preschool institutions, but also that they need to be further educated to work with children with autism spectrum disorder.