The main objective of this study is investigation of teachersâ€™ and principals attitude towardsrninclusive education and the challenges and opportunities of the practice of inclusion inrnpreschools of Mekelle city administration. A mixed type research design both quantitative andrnqualitative approaches was used to analyze the data collected from 203 teachers throughrnquestionnaire, 29 preschools through observation checklist, 12 preschool principals throughrninterview, 3 parents of children with disabilities who are attending in preschools and a parent ofrna child with disability who is out of school. Descriptive statistics (frequency, percentage),rncrosstabs and chi-square test were used to quantitatively analyze the data collected throughrnquestionnaire and observation to examine the attitude of teachers, school accessibility andrnpractice of inclusion. The opportunities, challenges and practices of inclusion was qualitativelyrnanalyzed from the data collected through interview from school principals, parents and fromrnopen ended questionnaire. The study reveals that negative attitude of teachers that children withrndisabilities should learn in special schools separately and preschool principals believes thatrnchildren with disabilities are obstacles to quality education, preschools physical inaccessibilityrnand absence of learning facilities are the main barriers of inclusion of children with disabilitiesrnwith their peers in preschools of Mekelle. On the other hand good treatment of children, somernpositive attitudes and presence of some children with disabilities in some preschools are thernopportunities of inclusive education of children with disabilities in Mekelle preschools.