Education is increasingly gaining prominence as one of the most important subjects in Africa, with emphasis being put on special needs education. Inclusion of hearing and visually impaired as well as the physically challenged children into regular learning environment is still a controversial issue. The success of inclusion programs is dependent on many factors. The purpose of this study was to find out the learning challenges to inclusive learning in Early Childhood Development Education (ECDE) in Eldoret East Sub-County, Uasin Gishu County, Kenya. The study was conducted in public ECDE centers' in Eldoret East Sub-County, Uasin Gishu County, Kenya. The study was guided by the Social Model of Disability Definition. The study used descriptive survey research design which involved collection of views, opinions, attitude, and suggestions. The study target population was 260 respondents, thus sample 85 respondents, including 1 TSC Sub County Director of education, 9 Curriculum support officers, 75 Public ECDE teachers. Data was collected using questionnaires and interview schedules. Data collected was analyzed, mainly using descriptive statistics such as frequencies, percentages, means, sum and mode, with the aid of SPSS version 20. The analyzed data was presented using pie charts, tables, bar graphs and through description. The study was important to the Ministry of Education (MOE), particularly Special Need Education sub-sector to chat the way forward towards effective inclusion programs in ECDE centers. The study noted there is lack of overall ECDE centre plan on part of the administration for inclusion of learners with special needs. The study concluded that based on the results of the study undertaken, the research study recommends the following; The government should provide and improve the existing physical facilities to make sure they are easily accessible to all learners especially to the special pupils learning.