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This study aimed to evaluate the impact of a training program for professional development on early education teachers’ knowledge and skills, work motivation, and self-efficacy. A one-group pre–post-test design was used to assess the effect of the training program on 75 teachers working in public early education institutions in the Tirana municipality in Albania. The results indicated that completing training was associated with a significant increase in early education teachers’ knowledge and skills, work motivation, and self-efficacy. These findings demonstrate the multiple benefits of professional training as a mechanism for supporting teachers’ personal and professional development and improving teaching practice, the quality of early education settings, and children’s early learning and growth experiences. Implications for practice, study limitations, and future research directions are also discussed.

Access to high-quality early education promotes the academic success of children with disabilities; however, they are often overlooked in mainstream programs that lack essential support services. This study aimed to examine the obstacles to supporting inclusion and providing effective early education programs for children with disabilities in Albania as perceived by the preschool personnel. Preschool personnel (n = 107) working with children (3–6 years old) in the municipality of Tirana, in Albania, completed the survey. The obstacles to supporting children with disabilities were identified as lack of knowledge, supportive techniques, specific working tools, suitable facilities, and support staff, insufficient cooperation with parents, and inadequate educational programs for children with disabilities. The contextual factors and practical implications of the study, as well as future directions for research, are discussed in this article.