Inclusion, promoted internationally by both legislative mandate and societal values, is a practice in which early childhood educators are encouraged to explore new methods for serving children with disabilities and developmental delays in typical early childhood programs. The belief that children with disabilities should participate within natural environments alongside their peers without disabilities is a shared value for many early care and education programs worldwide. Yet, in spite of legal and moral imperatives, the inclusion of preschool children into typical early childhood programs continues to develop in some countries, such as Canada, the United States, Australia, Sweden, and Italy; and is just beginning to be an option in other countries, such as Guyana and Jamaica. In this article, the authors conceptualize inclusion as a set of values and principles that bridge the gap between the dream of inclusivity and actual practice. First, they discuss the importance of considering inclusion within varying sociocultural and political contexts. Next, they describe recommended practices for inclusion. Finally, they explore the progress that three countries--Canada, the United States, and Guyana--have made in moving from a vision of inclusion toward the reality of inclusive practice. This allows the reader to consider how to form the dynamic linkages in his or her own community to bridge the gap between vision and practice. (Contains 1 table.)