本研究旨在探究?位幼兒園教師進行融合教育的壓力困擾與因應策略的現況，以及教師的個人背景和經歷對教師進行融合教育的壓力困擾與因應策略是否有差異，並探討進行融合教育的壓力困擾與因應策略的情形。 以質性研究為研究方法，訪談研究?位學前融合班教師在面對融合班級時之調適歷程的壓力困擾與因應策略，所得之研究結果如下。 根據研究結果歸納以下幾點結論： 一、幼兒園融合班教師所面?之工作壓力與困擾 (一)教師缺乏特教專業經驗或知能，無法成功進行融合教育 (二)特殊幼兒家長與一般幼兒家長帶來的困擾 (三)班級經營的困難 (四)專業團隊及學校支援效果不彰 二、幼兒園融合班教師調適歷程之因應策略 (一)改變自身態度，規劃課程 (二)善用現有的資源提供融合助力 (三)建立?好的親師關係以達有效的親師合作 (四) 用心經營班級及學習環境 ，提供?好的環境支持 最後，根據上述研究結論，討論學前融合班教師之調適歷程，並提出相關建議。 The purpose of this study is to explore the status quo of stress and distress strategies for the integration of six kindergarten teachers，the teacher's personal background and the experience of the integration of teachers to the pressure of education and response strategies are different，And to explore the situation of the pressure of the inclusive education and response strategies Qualitative research as a research method ， this study investigates the adjustment processes of six preschool teachers work with inclusive classroom. The results of this study are summarized in the following: A. The preschool inclusive classroom teachers’ job stress include: （1） The teachers’ personal difficulties: The teachers have insufficient experience and knowledge about special education. The opportunities for advanced training and effectiveness of the training are limited. Without enough understanding of individualized education programs (IEP)， they consider implementation of IEP as difficult. （2）Difficulties caused by the parents：The parents may have incompatible education concepts and distrust the inclusive classroom. （3） Difficulties in class management： The preschool children who have special needs may have certain behavioral problems. The class is large but human resources are insufficient. （4） Ineffective support of professional and school teams：Teachers have trouble in cooperating with itinerant teachers. Government funds are limited, and human resources are insufficient. B. The coping strategies adopted by the preschool teachers in the adjustment process： （1） Adjustment of attitudes and to plan courses: The teachers adjust themselves to accept preschool children who have special needs and learn to adjust their emotions. （2） Utilization of existing resources: They exchange and share experiences with colleagues, make use of the support from professional teams and assistants, and seek resources on the Internet. （3） Building good parent-teacher relationships and get effective teacher’s cooperation: The teachers communicate and cooperate with parents and assist them to seek related support and resources. （4） Creating a good learning environment: They adjust courses according to the individual factors of children who have special needs, iron out biases to prevent labeling of these children, and make use of collaborative learning to help children have more peer interactions. Finally, the adjustment process of preschool inclusive classroom teachers was discussed, and some suggestions are also proposed on the basis of the research results.