This paper seeks to outline a comprehensive understanding of the inclusion of non-traditional families in early childhood settings, while addressing the question of how early childhood education programs can create a more inclusive environment for young children that come from LGBT families. This review brings together prior research on the subject of the inclusion and presence of LGBT families within early childhood education environments. Through an examination of three research reports, it is shown that most early childhood classrooms are environments in which heteronormative practices are the dominant ideology presented to children. Research indicates that school wide training programs that prepare teachers to have a proper skillset of inclusive practices helps create more welcoming, accepting early childhood environments. These teacher trainings can help educators and administrators uncover personal biases that should not play a role in determining a school's culture towards inclusion of LGBT families. In order to establish welcoming and inclusive early childhood education programs, schools must support teachers in incorporating inclusive language, literature, and policies within the classroom setting. Ultimately, this paper demonstrates the importance for early childhood settings to foster environments that are inclusive of and actively acknowledges all family structures.