The purposes of this study were to investigate the current status and needs on preschool inclusive education itinerant services and the differences based on their background variables for preschool teachers. A survey questionnaire served as the research instrument for this study. The survey contents included four areas: 1.evaluation and supporting, 2.curriculum and instruction, 3.parenting education, and 4.communication and assistant. Data were collected from 732 preschool teachers whose preschool accepted inclusive education itinerant service. The descriptive statistics, repeated measures t-test, and one-way ANOVA were used in analysis process. The results of this study were shown as followed: 1. The current status of the inclusive education itinerant services for preschool teachers was not good enough. The overall mean value of the itinerant services areas were rated by preschool teachers as follows: communication and assistant itinerant services, curriculum and instruction itinerant services, parenting education itinerant services and evaluation and supporting itinerant services. The current status was significantly below the needs of itinerant services. 2. The needs of inclusive education itinerant services for preschool teachers were high. The highest mean value was curriculum and instruction itinerant services. 3. There were significant difference between current status and needs at special education background, teaching areas, frequency of itinerant services, the numbers of disable children and the categories of disable children.