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Objectives To explore child, caregiver, and facilitator experiences of a disability-inclusive school readiness intervention for children aged 4–6 years, implemented in Bangladesh, Nepal, and Tanzania, within the EN-REACH cluster-randomized trial. This qualitative study aimed to assess acceptability, inclusiveness, and perceived impact of the program, with a focus on children with disabilities.Methods Sixteen focus group discussions and 31 interviews were conducted with 142 participants across three countries, including caregivers, parent and teacher facilitators, and children. Data were analysed thematically using the Ecological Systems Theory framework to explore child-, caregiver-, and facilitator-level interactions that influence school readiness.Results At the child level, caregivers reported perceived gains in pre-academic skills, communication, independence, and self-care across all children. For children with disabilities, increased social engagement and confidence were also noted.At the caregiver level, parents described improved parenting practices, greater confidence in supporting children with developmental needs, and enhanced advocacy skills—particularly for school inclusion. However, stigma and lack of family support remained key barriers. At the facilitator level, both teacher and parent co-facilitators reported increased knowledge and confidence in inclusive early education. They valued play-based approaches and teamwork but highlighted challenges such as diverse learning needs and session logistics.Conclusions The intervention was well-received and fostered meaningful change in caregiver and facilitator perspectives. Culturally adapted, disability-inclusive parenting programmes can support more equitable preschool transitions. Embedding such approaches into early education systems and strengthening community engagement are critical to advancing inclusion in LMICs.