This study investigated the perceptions and attitudes of teachers in early childhood settings toward social interaction interventions appropriate for young children with disabilities. Participants were 137 teachers working in either self-contained classroom settings (SC) or inclusive classroom settings (INC). Variables that might interfere with perceived acceptability, feasibility, and current use of interventions were explored. These included theoretical orientation, attitude toward inclusion, experience working with children with disabilities, and teacher efficacy. Results indicated that SC and INC teachers are strikingly similar in their perceptions of interventions despite literature-based indications that philosophical and theoretical differences between the two groups might influence attitudes. Implications for consultation practices by school psychologists and related professionals are discussed. (Contains 3 tables.)