This chapter seeks to bridge the divide by examining teacher preparation holistically, looking at both early childhood education and early childhood special education to understand teacher preparation for young children with diverse abilities and developmental differences. It examines the constraints of our history and the elements of high-quality teacher education, along with the challenges, promising practices, and future directions for teacher preparation for all young children. This synthesis of research brings together what we know to be effective practices for preparing teachers for inclusive early childhood teaching. (author abstract)