The South African government has developed various policies to promote equality and inclusivity in education. Despite all the efforts, Grade R in-service teachers seem unable to cope with inclusive education and it appears that they are not adequately prepared for inclusive education. The purpose of this study is to explore Grade R in-service teacher preparation for inclusive education in South Africa, with a view to add to existing knowledge on this topic and propose guidelines that can be used to enhance Grade R in-service teacher preparation for inclusive education. Bronfenbrenner’s ecological systems theory formed the theoretical foundation for this study. Qualitative approach was used to understand Grade R in-service teacher preparation for inclusive education. A sample group of eleven Grade R teachers were selected to provide “information-rich” data. Interviews, observations and document analysis were selected as data collection techniques. Data analysis and interpretation was a qualitative and inductive process. The findings revealed that Grade R in-service teacher preparation programmes are inadequate to prepare them for inclusive education; and they have difficulty coping with inclusive education because of insufficient translation of theory into practice and insufficient knowledge on the use of available resources for inclusive education. Curriculum differentiation should form an important aspect of teacher training. It is recommended that there should be a consultative process between all stakeholders who are involved in training of Grade R teachers. Guidelines were also proposed that could be used to enhance Grade R in-service teacher preparation programmes for inclusive education. These include preparing Grade R in-service teachers to apply curriculum differentiation in practical situations, and using teacher trainers who are knowledgeable about inclusive education in the context of the Grade R classroom. The researcher proposes that Grade R teachers be prepared so they are skilled, knowledgeable and confident to transfer knowledge and skills among themselves, even in cluster meetings. / Inclusive Education / Ph. D. (Inclusive Education)