This early childhood curriculum study focused on the practical understandings that teachers held about their classroom experiences, as a way of gaining access to the dynamics of curriculum implementation and innovation. Two problems were addressed: (1) the lack of knowledge about the dynamics of curriculum implementation in settings where early childhood curriculum practices were regarded as innovative by a significant proportion of participants; and (2) the need to assist other teachers in their attempts to learn about curriculum implementation. Two research questions provided general guidance for the study. First, what did innovative teachers consider to be important actions and events affecting their work during the early stages of change toward a flexible, developmentally responsive curriculum? Second, how could information gained from these teachers be used to assist other early childhood teachers and student teachers interested in curriculum implementation? Phase 1 of the study involved the gathering of data from a group of teachers in state primary schools in Queensland who used multi-age grouping as a starting point in initiating educational innovation. Phase 2 concerned dissemination of findings and processes in inservice and preservice courses. Findings are discussed. (RH)