Abstract: The objective of this research is to conduct a case study of a highly effective, inclusive preschool financially supported by local government in Seoul and investigate the educational quality of the program. Researchers had visited Seoul-K preschool and had assisted class for one week from Aug. 4, 2016 in order to thoroughly observe teacher’s class and children’s attitudes and behaviors and collect relevant materials. About 20 teachers and operating staff including the preschool director are in charge of education. Inclusive education in this preschool has been creating close cooperation between families and a local community. Children are able to learn circumstances of a local community and how to use resources in the circumstances from their early childhood. Due to its locational advantage, disabled children can easily receive treatment from therapists in social welfare and community center and draw attentions from general and special teachers in preschool as well as outside therapists. Furthermore, the monthly parent education and participation program in Seoul-K preschool not only provides close collaboration between teachers or preschools and parents but promotes interaction between all those concerned including disabled children’s parents and prevent unnecessary conflicts of opinions. The program can serve as a role for disabled children’s parents to have direct relationship with the parents of children who have no disabilities. Compared to a general preschool, an inclusive preschool requires more additional investment in facilities and special manpower. Strong governmental support for inclusive preschools is essential for effective operations, especially in urban areas.