This qualitative case study explored the professional philosophies and experiences of preschool teachers and their support staff regarding the use of assistive technology devices (ATDs) in an early intervention inclusive preschool class. Using face-to-face individual interviews as data collection measures, the researchers aimed to understand these practitioners' teaching philosophies and experiences in terms of how they use ATDs with young children with disabilities in their class. A framework analysis of data identified three themes: establishing values for inclusive education, maintaining positive attitudes to overcoming challenges and orchestrating inclusive learning. The paper concluded that in order for the use of ATDs to thrive and make full impact on all children's learning and development, stronger frameworks for developing the inclusive values, philosophies, professional knowledge and practice principles of preschool teachers and their support staff are needed. (author abstract)