The continued increase in the prevalence of autism spectrum disorder (ASD) has important implications for early childhood educational settings. The deficits and difficulties associated with ASD can pose challenges for the inclusion of children with this diagnosis within mainstream child care settings. Research primarily conducted within school settings has identified several factors, such as teachers' education and experience, that affect the quality of inclusion of this population. The present study adopted a mixed-method (i.e., quantitative and qualitative) design to investigate early childhood educational personnel's attitudes toward inclusive education, their knowledge of autism, and their perceptions of obstacles and facilitators to the inclusion of children with autism. Overall, participants presented generally favorable attitudes toward inclusive education and the inclusion of children with autism. Child care educators and administrators alike had somewhat limited knowledge of autism. Participants identified major obstacles to inclusion related to the lack of human resources, but also indicated that available resources were a major facilitator. Findings indicate the importance of including coursework on autism and evidence-based practices in managing challenging behavior within the curriculum for early childhood educators, as well as a need for clear inclusion policies that adequately correspond to the needs of children and educational personnel.