This study explored the potential for enhancing the effectiveness of young children's early learning experiences as a consequence of a genuine collaboration between researchers and teachers. An 18-month fieldwork period involved a critical analysis and evaluation of the relationship between 4-year-old children and teachers in effective early learning. The study took place in Birmingham, England, where all children are admitted to school at 4 years of age. The fieldwork was compiled of two independent yet interdependent components: (1) empirical research; and (2) action research. Empirical data were gathered from four schools through practitioner (teacher) documentation, interviews and discussions with children, and systematic observation. Analysis of the empirical research provided an essential foundation for the collaborative action research period, which involved working with teachers in examining early learning experiences, maximizing professional potential, and examining the teacher-researcher relationship. The study illustrated the productive role of this relationship in enhancing the effectiveness of the early learning and emotional well-being of young children. Results implied that the positive consequences of child development are dependent on the elevated learning and well-being experienced by the teachers and researchers. Interim analysis indicated that those teachers who strive toward their optimum level of learning and well-being are in the most appropriate position to provide children with the best possible experiences. (Author/BGC)