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Early childhood education has been influenced by various theories on child development, impacting practices for both typically and atypically developing children. Educational pioneers argue that children with special needs should have access to the general education curriculum with necessary modifications. With the increasing number of children with autism spectrum disorder (ASD) in preschool, equitable opportunities must address individual needs through constructivist approaches that recognize the link between language, cognitive, and social-emotional development in the least restrictive environment (LRE). The joint policy by the U.S. Departments of Health and Human Services and Education emphasizes the benefits of inclusive classroom settings, yet significant barriers to implementation persist. This case study explored the methods preschool teachers use to support children with ASD and their reasons for selecting those strategies. Results indicate a need for professional development and stronger collaboration between private childcare centers and public schools to implement the joint policy effectively.