This paper describes an innovative teacher education program designed to prepare early childhood teachers to work in inclusive classroom settings. The program was begun 5 years ago as part of a dramatic reform effort in the College of Education at the University of Tennessee. Designers of the Inclusive Early Childhood Education (IECE) program challenged the assumptions of traditional teacher preparation models and developed an alternative based on the premise that students should be prepared to teach using the same instructional approaches that are being advocated in the program itself. This paper is divided into five sections, each authored by an individual with a different perspective on the IECE program. The section by Marian Phillips takes the perspective of a graduate assistant who has worked as part of the IECE instructional team and supervised interns during their year-long internship. Julie Keyl's section focuses on her experiences as a pre-intern getting ready for the internship year. The section by Sondra LoRe, who is a first-year teacher, reflects on her internship experiences and how they prepared her for her first year as an educator. The section by Lana Collier connects her experiences with the program to her first 2 years of teaching. The final section, by Amos Hatch (a professor in the IECE unit), summarizes the other authors' comments, pointing out elements of the program that make it unique and effective. (Author/EV)