This study analyzes public policies for inclusive education in Brazil and Portugal, investigating how they are interpreted by early childhood education professionals in the public network of both countries. Using a qualitative approach and the multiple case study method, the results show that, in Brazil, inclusive education is still associated with special education, while in Portugal, the legislation, especially Law 54/2018, is already more comprehensive. Despite the legislative differences, the challenges to implement inclusion in early childhood education are similar, especially about the interpretation of the concept of inclusion and the cultural and symbolic issues faced by societies and educational organizations.