A substantial number of children with disabilities are enrolled in Head Start and it is therefore important to understand how they are included in this context. The inclusion of children with disabilities in eight classrooms across one Midwestern Head Start program is examined in this exploratory case study. How Head Start teachers plan and adapt activities with the needs of all children in mind, how they collaborate with others on behalf of children, and how children with disabilities participate in inclusive classrooms is described. Findings were presented in four cross-case themes: 1) Planning for Children, 2) Adapting Activities for Children with Disabilities, 3) Including All by Facilitating Peer Interactions, and 4) Connecting in a Community. Implications for practice are presented. (author abstract)