Inclusive education policies aim to ensure that all children have access to quality educational opportunities regardless of their abilities or backgrounds. Tanzania has made strides in implementing these policies, but challenges remain in practical application within pre-school settings. A qualitative approach was employed to gather insights through interviews with educators, parents, and policymakers. Data were analysed using thematic analysis methods. While progress has been made, continued support and resources are needed to fully integrate all children into mainstream pre-school curricula. Policymakers should prioritise ongoing professional development programmes for teachers and expand access to specialized educational materials. Parents also need more support to facilitate their child's inclusion in the classroom setting.