Due to advances in medical technology more early childhood students who are medically fragile are entering school and being included in general education. The field of special education lacks a broad research base regarding this unique population. This qualitative study examined the perceptions of nine early childhood teachers on the inclusion of students who are medically fragile in their classroom activities. The teachers voluntarily completed questionnaires and the content was analyzed by looking for themes. The early childhood teachers expressed a general openness toward the inclusion of students who are medically fragile, but the deduction can be made that they need more information and training in order to feel comfortable with the inclusion process. Concerns were expressed throughout regarding litigation and fear of harming the child with medically fragile characteristics. (Contains 3 tables.)