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Inclusive experiences for all children are foundational to New Zealand early childhood education, yet teacher beliefs and practices related to identification and referral processes may be delaying access to important early intervention support for children with disabilities. To better understand teachers’ perspectives, past and present, this article details the findings from two studies conducted 14 years apart. Through comparison of findings from the work of Aspden and Baxter, this article explores teachers’ beliefs and experiences related to identification and referral practices. In the original 2003 study, 50 early childhood teachers completed a paper-based postal survey, whereas in the 2017 replication, 78 early childhood teachers completed an online survey. Persistent concerns about teacher engagement with identification and referral processes were evident both past and present, particularly in relation to perceived …