As early childhood inclusion continues to grow, it is important to examine the quality of services that are provided for young children with disabilities. We need to especially investigate how early childhood general education teachers are involved in the special education process for their students in inclusive settings. This study describes the results of a statewide survey that explored general education preschool teachers' level of involvement in the steps of the Individualized Education Program (IEP) process. The study results indicate that although general education preschool teachers (N=125) report that they involved in the IEP process most of the time and feel responsible for the steps in the IEP, several factors still exist which hinder preschool teachers' involvement in the IEP process. Most preschool teachers stated lack of time to collaborate with itinerant teachers, too many teaching responsibilities, and a lack of flexibility in scheduling IEP meetings as barriers to their participation in the IEP process. The implications that are considered for this study concern policy, practice, and future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]