<p>This study aimed to describe the experience of Early Childhood Education (ECE) teacher in the context of Inclusive Education. A collective case study was carried out involving three teachers who attended children with disability. A semi-structured interview was applied and the answers were analyzed using content analysis. The results revealed that individual and contextual aspects contributed to explain the teachers' experience. The teacher’s view of the child, whether it is focused more on the child’s disability or on the child as a complete individual, will crucially influence how he/she will relate to the child and how he/she evaluates their professional capacity. Moreover, an ECE conception that emphasize protagonism of children can contribute to a more inclusive environment.</p>