This literature review will act as a guide for implementing quality inclusion effectively in preschool classrooms. The inclusion of children with special needs in education is of concern to educators worldwide. "Inclusive education involves the transformation of the education system-legislation and policy, systems for financing, administration, design, delivery, and monitoring of the education and the way schools are organized" (Zabeli & Gjelaj, 2020, p. 3). This literature review examines the variables predicting overall quality, curriculum, training, tools for communication and engagement, teacher views, and peer interaction pertaining to inclusion in prekindergarten classrooms. Two themes were constant in the research: training and support. Effective training for all involved, as well as support from government, administrators, districts, and peers, greatly increases the quality of preschool while ensuring effective inclusion.