This autoethnography study examines how racism and ableism operate within early childhood education and how teachers’ implicit biases shape the experiences of young children, particularly those with disabilities. Drawing on the first author’s student-teaching experience in two preschool settings, this paper provides authentic examples of how structural racism, linguistic marginalization, and ableist assumptions influence classroom practices and children’s opportunities to learn. As a preschool teacher with cerebral palsy, the first author offers a critical insider perspective on the subtle and overt forms of bias that affect both educators and children with disabilities. Using journals, field notes, and reflective dialogue, the authors identify patterns of exclusion and propose three actionable strategies to confront racism and ableism: (1) promoting hands-on, risk-taking learning that fosters independence; (2) implementing inclusive curricula and materials that authentically represent disability and diversity; and (3) adopting a whole-child approach that considers children’s social, emotional, cultural, and familial contexts. The study calls on early childhood educators to engage in sustained self-reflection and intentional practice to dismantle systemic inequities and create inclusive, justice-oriented learning environments.