This study explores the attitudes among teachers working with Autistic preschool children within Irish primary schools regarding the role of designated early intervention classes in supporting inclusive education. Given the increasing policy focus in Ireland on supporting educational access for Autistic children within mainstream school settings in recent decades, and the evidence that early intervention significantly contributes to the holistic educational development of young autistic learners, such classes may play a beneficial role in supporting long-term educational access. The current mixed 87 method study conducted a survey (n=28) and semi-structured interviews (n=7) with teachers working with Autistic preschool children in early intervention classes in mainstream primary schools. The study explored participants' attitudes and views regarding the role of the designated early intervention class model in supporting inclusive educational access within Irish mainstream primary classes. Past research has shown that teacher attitudes are an important variable in how inclusive educational provision is operationalised and there is limited current research exploring teachers’ attitudes towards the early intervention class model in Ireland. Findings indicated that participants held a positive attitude toward the designated autism-specific early intervention class model and three themes emerged; Early Intervention Classes: A good Start, School Readiness Preparation and Initial Parent Support. These findings provide a snapshot of attitudes among teachers working in designated early-intervention autism classes and, potentially, have implications regarding how they can be supported and how this model can be operationalized within Irish mainstream primary schools.