This study examined how early childhood leaders working simultaneously as kindergarten teachers perceive the professional learning communities they lead -- explicitly identifying the factors that promote or hinder the communities' development from the leader's point of view. A qualitative-phenomenological approach was applied using semi-structured interviews of ten early childhood leaders. Factors that contributed to a community's successful functioning were discussions on practices and real-life dilemmas, active involvement of teachers in community meetings, and creating an atmosphere based on trust and closeness. On the other hand, hindering factors were essentially allocated time to transferring agendas and information from superintendents and limited collaborative culture among teachers beyond community meetings. The findings highlight the considerable potential of professional communities for providing significant assistance to kindergarten teachers to promote children's education. Nevertheless, leaders need more autonomy in determining the content of meetings and additional knowledge and strategies to strengthen pedagogical collaborations between community participants.