According to the U.S. Department of Health and Human Services and the U.S. Department of Education, “All young children with disabilities should have access to high-quality inclusive early childhood programs that provide individualized and appropriate support so they can fully participate alongside their peers without disabilities, meet high expectations, and achieve their full potential.” The purpose of this paper is to describe how school districts around the country support inclusion in all settings including in community-based early learning programs using different models and to share their key considerations and lessons learned to inform more communities about how to make this critical shift. (author abstract)