Even though educators are being encouraged to use culturally informed teaching practices in early childhood classrooms with a focus on including culturally inclusive literature, due to homogenous classroom libraries and minimal training, early childhood educators are challenged to follow these practices. The purpose and research questions for this basic qualitative study explored early childhood educators' perspectives of the challenges of these practices. Using current research and the conceptual framework of critical race theory in education, research and interview questions were developed. Ten early educators were interviewed using the developed interview protocol. Four themes emerged during open and axial coding that centered on unclear district guidance on provided resources, educators' shallow understanding of marginalized cultures, lack of availability of appropriate inclusive texts, and educators wanting more explicit information about culturally informed teaching practices. This study is significant due the current lack of research on the challenges that in service teachers face to include inclusive literature or effectively implement culturally informed teaching practices. The positive social change implication is that data from this study could strengthen the movement for inclusive literature in early childhood classrooms, support culturally informed teaching practices, guide administrators to help better support teachers through more authentic policies and professional support, and ultimately provide students with richer learning that reflects their cultural identities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]