The purpose of this study was to examine the quality of the practices that Greek teachers use to support the inclusion of children with disabilities in general preschools. Fifty-two preschool units for children between 4 and 6 years of age participated in this study. Data were collected through systematic observation with the use of the Inclusive Classroom Profile (ICP). Given that the ICP was devised and field tested in the United Kingdom, its applicability to Greece was subsequently explored. Results from descriptive statistics revealed the existence of mainly poor-quality practices. Analysis of the reliability of the scale showed high interrater agreement, while exploration of its structural validity showed that quality was detected as a unidimensional construct consisting of nine items. This article discusses the issue of preschool inclusion quality in Greece, while it contributes to the emergent research on the ICP in relation to its validation in different cultures. (author abstract)