The purpose of this study was to provide a deeper understanding of the challenges early childhood intervention practitioners faced and their commitment to work. Data suggested that participants struggled to manage their roles and responsibilities, the lack of time, resources, and professional support, and growing workloads. In the face of these challenges; however, the majority of the early intervention practitioners reported being 'very committed' to their work with children with disabilities. Working long hours, always seeking ways to improve their practice, and keeping themselves abreast of new information and evidence-based interventions were mentioned as proof of their commitment. This article concludes that as the provision of early intervention services to support early childhood inclusion becomes more prevalent, it is critical that researchers work to identify effective service delivery models and under-used resources, including the work commitment of the teaching professionals.