Calls for teacher quality are a lively issue in education systems and schools. This paper explores in-service professional development and learning of teachers implementing inclusive education in early childhood settings. Teachers and headteachers of early childhood settings were interviewed in the context of their daily work and practice. Qualitative results from participants showed teachers engage in ‘in-and out-of-school’ formal and informal professional development activities to enhance their readiness, efficacy, competence, and preparedness for inclusive education. Professional development is seen as an important conduit to improving teachers’ learning and motivation for practice, although its effectiveness is affected by the interplay of teacher, school, and system challenges. The study’s recommendations include motivating teachers, revitalising formal professional development programs and their provision, and supporting teachers’ informal learning activities so that both modes of learning can synergistically contribute to advancing teachers’ knowledge, skills, and disposition for inclusive education.