Many teachers want to provide meaningful science activities and instruction in their classroom that benefit all young children. This is consistent with the increasing focus on enhancing science experiences and instruction in preschool classrooms. Recommendations for how to engage in early childhood science activities are available, as are science curricula and instruction for preschool-aged children. This article builds on Donegan-Ritter's (2017) recommendations for planning accessible science activities for children with disabilities by (a) explaining why science instruction is desirable for preschool children, (b) briefly describing inquiry-based learning, (c) presenting a rationale for how young children with disabilities can benefit from inclusion in science activities and instruction, and (d) providing guidance around the design of inclusive science activities in which instruction for Individualized Education Program (IEP) objectives can be embedded. This article reflects multiple Recommended Practices (Division for Early Childhood [DEC], 2014).