According to the recent estimate reported by the Centers for Disease Control and Prevention (2018), 1 in 59 children has been identified with autism spectrum disorder (ASD). One of the core characteristics of ASD is a social communication deficit (American Psychiatric Association, 2017). Young children with ASD may exhibit early difficulties in social communication in one or more of the following areas: social reciprocity in turn taking, following the attentional lead of others, initiating and maintaining verbal exchanges, and other social expectations (e.g., greetings and politeness). The purpose of this article is to: (1) provide a review of research on the effectiveness of enhanced milieu teaching (EMT) on social communication skills of children with ASD; and (2) describe how early childhood teachers, early childhood special educators, and speech-language pathologists (SLPs) can implement collaboratively EMT strategies in inclusive early childhood classrooms to enhance children's social communication skills. This expands previous work that has focused on naturalistic teaching approaches with parents and toddlers (Akamoglu & Dinnebeil, 2017; Curiel & Sainato, 2016) to include a focus on implementing EMT by early childhood educators and SLPs with preschool children with ASD.