This research examines the practice and challenges of inclusive early childhood care andrneducation for children with hearing impairment in Addis Ababa. It is a descriptive case studyrnresearch which aimed to assessing ECCE centers accessibility for children with hearingrnimpairment, the physical environments and learning/play materials, skills of teachers andrnprincipals to accommodate children with hearing impairment and involvement of parentsrninpromoting inclusive learning environment and major challenges in the practice of inclusivernECCE in the case of threeselectedgovernment ECCE centers. Data were collectedrnusingstructured andsemi structured interviews and also conducted for fifteenparents of childrenrnwith hearing impairment, threeschool principals and for three Woreda education offices ECCErnexperts. Finally observation was also conducted. The research conducted using a qualitativernresearch paradigm aligns with case study. For detail scrutiny, qualitative data were analyzedrnaccording to its specific nature throughusing multiple data collection methods and thematic datarnanalysis to enrich the findings. Rich tick description was accomplished by describing in detailrnabout the practice and challenges of inclusive education. Findings showed that, the schoolrncommunity had a well coming environment for children with hearing impairment. On the otherrnhand the research revealed challenges of preschools inclusion practices such as, poorrnaccessibility, inadequate accommodation and modification, poor Sign language skills amongrnteachers, the inclusive ECCEs were also below the standard of preschool are some of thernchallenges. Recommendations were made towards achieving better practices of inclusivernpreschool education improving the existing negligible inclusive preschool services like; SignrnLanguage skills, classroom accommodation, and basic knowledge of inclusivernpreschooleducation and simple curriculum adaptation.