This study aims to find out how children in need of special support are being treated during their time in preschool. The focus is on how the educators approach these children, attempt to create an inclusive environment for all children, and how the preschool's management supports the staff in their work with children who need some extra support, for example with external actors or other types of resources. The study focuses mainly on those children who have no established diagnosis, but who for some reasons or another are in need of special support that may be for a shorter or longer periods of time as needed. We will also find out how educators and management collaborate with external actors as well as guardians of children with diagnoses. We have used Urie Bronfenbrenner's developmental ecological theory as well as the relational and the compensatory perspective for understanding and analyzing our empirical material. The study was conducted by questionnaires sent to all educators at the preschool and as well as on site observations was done at the specific preschool.   We attempt to ascertain if it is a requirement for the child to have an established diagnosis to get the proper support needed to manage preschool activities. The study found that the educators are knowledgeable and have good ambitions about how the activities should be designed to make every child feel included. However, it seems to be difficult to apply in practice because of various reasons such as lack of staff and large groups of children.                   Keywords: Preschool, children in need of special support, preschool environment, pedagogy's approach, resources.