<p>This study explores how early childhood professionals in Singapore perceive and apply differentiated instruction (DI), an inclusive pedagogy conceptualised within Western contexts. While DI emphasises responsiveness to learner readiness, interests, and diverse needs, its translation into collectivistic and meritocratic systems remains less understood. Using Q methodology, 33 professionals—including teachers, learning support educators, allied health practitioners, leaders, and academicians—ranked 44 statements on DI practices and provided qualitative reflections. Factor analysis revealed four perspectives: (i) responsive instruction to readiness and interests, (ii) creating respectful and flexible environments, (iii) aligning learning to developmental readiness through feedback, and (iv) prioritizing relationship-building and belonging. Consensus highlighted feasibility within classroom realities, while grouping preferences and collaboration were seen as less relevant in preschool contexts. Supplementary reflections underscored teacher skills, observation, and structural constraints such as high teacher–child ratios. The findings suggest that professionals integrate aspects of Tomlinson’s framework but reinterpret DI within Singapore’s sociocultural context, underscoring the need for professional development and systemic support to strengthen inclusive preschool practices.</p>