Despite increased governmental support and attention, improved collaboration with community-based professionals, and enhanced teacher knowledge and training in Hong Kong, studies continue to reveal the unreadiness or even resistance of kindergarten teachers to include children with special educational needs (SENs) in their classrooms. This study aimed to unveil the possible reasons behind such unreadiness and resistance among trained early childhood teachers. The research team interviewed four early childhood educators from Hong Kong with various positions, experiences, and standpoints to explore their perspectives on pre-service teacher education and practicums in preparing teachers to support children with SENs. The results indicated that, while trainee teachers had the necessary knowledge to work with children with SENs, they lacked opportunities and support to apply and connect theory to practice during their practicums. This could be due to constraints such as being assigned passive roles by mentors and trainees' own complacency. Implications and recommendations for improving future pre-service programmes are discussed to better prepare teachers for inclusion. The analysis contributes an ecological perspective by investigating experiential learning as negotiated within dynamic sociocultural and structural forces, furthering understanding of influences shaping competence development.