We focus on integrating developmentally appropriate practices, the project approach of Reggio Emilia, and a behavior analytic model to support a quality preschool environment. While the above practices often are considered incompatible, we have found substantial overlap and room for integration of these perspectives in practical application. With the growing number of children with disabilities and challenging behaviors in regular preschool classrooms, it is essential for early childhood teachers to have the skills to identify and help all learners. If children do not have the competencies to listen, observe, participate, talk, and problem solve, then they cannot function in a developmentally appropriate classroom or go beyond their developmental potentials.