Using qualitative methods, this study examined classroom membership in an early childhood setting which included a young boy with multiple disabilities. Because of the fundamental role that early peer encounters play in a young child's life, the study was undertaken in an effort to learn more about inclusion or belonging in an inclusive setting. The study showed that there were deliberate and consistent efforts to create a positive community spirit within the classroom and that these efforts spoke to the core values held by the preschool. Keywords: Education, Preschool-aged, Inclusion