Inclusion of children with autism in regular groups for preschool educators represents challenge itself in their educational work. Preschool educators have important role in a process of inclusion, therefore interpretation of inclusion and their view on support factors and barriers of inclusion have a big impact how on their personal development, also on development and progress of children who are included in regular grops or inclusive groups. The goal of this research was to define how preschool educators regard on inclusion children with autism and establish support factors and barriers in proces of inclusion children with autism. A Halfstructured interview regarding preschool educators perception of inclusion children with autism has been carried out on a sample of five educators of kindergarten „Maestral“ in Rijeka. It has been established that preschool educators have view on inclusion as a process of including children with special needs in regular group and a product of that including is cildren s progress. Resaults of research have shown that preschool educators selected support factors of inclusion are personal attitude, colaboration with parents and peers preparation. Despite support factors, prescool educators range on some barriers: noskilled preschool educators, small number of educators and auto/agression of children with autism.