<p>This study explored how parents of young children with autism spectrum disorder (ASD) perceive inclusion, educational quality, and developmental outcomes in autism-specific classrooms. Using semi-structured interviews with seven parents and a grounded theory approach, key themes emerged highlighting that inclusion is defined not merely by proximity to mainstream classrooms and/or typically developing peers, but by structured environments, individualized supports, and strong educator relationships that promote emotional security, engagement, and learning. While parents valued inclusive practices in principle, unmet sensory, behavioral, and communication needs often led them to favor autism-specific placements. Parental advocacy was central in securing services that aligned with their child’s needs. These findings challenge traditional, placement-focused definitions of inclusion and emphasize the importance of flexible, context-sensitive approaches that prioritize relationship-building, emotional regulation, peer connections, and collaborative partnerships between families and educators. Implications for early childhood education policy and practice underscore the necessity of aligning inclusion with the lived experiences and individualized needs of autistic students.</p>