To investigate mainstream kindergarten teachers’ attitudes towards inclusive education for children with special needs, this study surveyed 422 teachers from 26 inclusive kindergartens in Suzhou. The findings indicate that while teachers in inclusive settings possess some understanding of children with special needs, this knowledge remains limited. Teachers expressed greater willingness to accept children with special needs into mainstream kindergartens when adequate teaching support is available and parents of typically developing children are supportive. Based on these findings, recommendations are proposed to provide empirical reference points for advancing preschool inclusive education in China.