This study was aimed at investigating the implementation of inclusive education in two privaternkindergartens in Tabor Sub-city, Hawassa City Administration. Early inclusion andrnintervention has the greatest impact on childâ€™s learning and development. Conducting researchrnon this kind of issue is expected to have a significant role providing insights to improve thernpractice. Factors that hinder proper implementation of inclusive education in selected privaternkindergartens had been investigated across this research. To find solution for the problemrnstated above, all participants who were believed to give rich information were purposivelyrnselected. Qualitative research method specifically phenomenological approach was employedrnand all necessary studies conducted before were critically reviewed. There were about twentyrneight key informants involved in the study. They were six children with disabilities, twornkindergarten principals, twelve teachers/assistants, six parents and two officers from therncenters. Document analysis, semi-structured interview, participant observation and focusrngroup discussion were data gathering tools employed. All raw data were transcribed andrnnarrated in to meaningful report. Even though both kindergartens claim that they are inclusive,rnfinding shows that they are not inclusive. Neither physical nor social environment of bothrnkindergartens was accessible for children with disabilities. Absence of trained manpower, lackrnof knowledge with regard to inclusion of children with special needs and negative attitude ofrnthe parents were factors hindering the implementation of inclusive education in thernkindergartens. Findings imply that teachers, principals and parents need awareness raisingrntraining, and private kindergartens have to assign special need education teachers so as tornpromote inclusion of children with disabilities.rnKey Terms: Inclusive Education, Practice, Private Kindergarten