Although children’s engagement in preschool is vital for executive functioning (EF) and learning, children with a neurodevelopmental disorder (NDD) have difficulty maintaining their engagement, which negatively influences learning. Lack of engagement is partly explained by delay in EF and partly by contextual factors. The present systematic review provides the preliminary result of how early interventions in preschool settings improve engagement and EF for children with NDD. The interventions include naturalistic teaching strategies. The educators set up the environment to increase learning opportunities, take advantage of naturally occurring events and activities, and use naturally occurring antecedents in early childhood education. We present the outcomes of this review and its effectiveness of interventions in maintaining child engagement.