In this study, researchers aimed to examine the practices of preschool teachers in their classes for children with special needs. The research, in which interviews and documents were used, was designed using a case study, one of the qualitative research methods. Snowball sampling, one of the purposeful sampling methods, was used to determine the research study group. Structured interview questions, checklists for adaptation, and individualized training programs were used as data collection tools. Data were analyzed through content and document analysis. As a result of the research, it was determined that preschool teachers made different instructional applications in their classrooms for children with special needs, and they thought that these applications were beneficial for children with special needs. When the activity and individualized education programs were examined, it was determined that teachers generally made adaptations in their free time and used adult and peer support more frequently. The findings are discussed considering the relevant literature.