There is a legal and ethical imperative to provide increased access to community-based settings for young children with disabilities. One way to address that is through Special Education itinerant teaching. Our systematic literature review identifies primary interventionists, delivery locations, outcomes of interventions and an assessment of the articles’ methodological rigor. A PRISMA protocol guided the search procedures; 336 articles were initially identified which ultimately yielded seven articles included in qualitative analysis. Findings highlight no common or standard definition of itinerant services provided across articles. Additionally, none of the articles reported child outcome measures. Recommendations for implications for future research and practices are provided. (author abstract)