The study explored the assistance provided for inclusion class by itinerant teachers. There were four purposes of this study. First, we wanted to realize how itinerant teachers helped preschool inclusion classes. The second purpose was to analyze the content of assistance for preschool inclusion setting. Third, we tried to find out the difficulties of itinerant teaching for inclusion class in early childhood. Finally, we concluded the importance of itinerant teaching and proposed possibilities for further studies. The data were collected through survey. There were 176 questionnaires delivered and the effective response rate was 88.6%. The results of study indicated: (a) Itinerant teaching offered two kinds of services: direct and indirect. The direct intervention was individual teaching. The indirect service was mostly to provide professional advices in a collaborative way. (b) The itinerant teaching service for the inclusion class in early childhood included assessment, teaching, and administration. The frequency of itinerant teaching s ervice was intermediate high. The itinerant teachers assessed children with special need, gave preschool teacher guidance of IEP, and integrated suggestions of members in IEP meeting. (c) The difficulties included providing different assessments of development, complete IEP in one month, and helping kindergartens apply for education allowances. (d) The supports included facilitating professional collaboration, providing opportunities to discuss teaching problems, and improving preschool teachers’ professional ability of special education. Finally, this study can offer suggestions for county education authority, preschools, itinerant teachers and the further studies.