<p>Early childhood education in Aotearoa New Zealand should be inclusive of all tamariki (children). However, tamariki takiwātanga Māori (autistic Māori children) who attend early childhood settings often do not experience truly inclusive education where both their Māori and autistic identities are nurtured. The extent to which tamariki takiwātanga Māori experience inclusive education is largely influenced by the attitudes and practices of the educators who support them, yet there is a paucity of research on this topic. The current study forms part of a larger project exploring the experiences of educators supporting tamariki takiwātanga Māori. Twelve educators took part in semi-structured interviews which were later transcribed and analysed using reflexive thematic analysis. Māori research principles were drawn on to support a strengths-based approach where mātauranga Māori (Māori knowledge) was valued and privileged. Two themes and three subthemes were constructed from the data: (a) accessing services, supports and funding, and (b) whanaungatanga (relationships) and kotahitanga (working together). Overall, results indicate that educators require a range of extra supports to effectively include tamariki takiwātanga Māori in early childhood settings. However, there are many challenges associated with accessing support, particularly culturally responsive support. Findings emphasise the importance of future Māori-centred research and the need for more Māori-centred autism support for educators.</p>