Meeting the needs of children with disabilities requires strategies for engaging each and every child as an individual and facilitating their participation as a member of a group. The use of the project approach meets the needs of individual children by building on an awareness of children's interests and high expectations. All early childhood teachers should be intentional in their instruction, curriculum design, and interactions with children. In this time of standards-based education, early childhood special educators are even more fully expected to be accountable and explicate the purpose and goals of activities they implement in their classrooms. This article explores the alignment of the project approach with key practices necessary for successful inclusive environment. It aims to describe the utility of the project approach in inclusive settings and its reflection of strategies recommended for use with children with disabilities. (Contains 2 tables.)