This paper explores both the benefits and the difficulties of using the Project Approach in part-time early childhood education programs. Teachers of 3 different types of part-time programs share their experiences 1 year after taking a one-credit course in the Project Approach. The teachers' responses are organized by topic as follows: (1) curriculum; (2) assessment; (3) parent involvement; (4) time and space management; (5) lesson plans; and (6) program quality. One year after initial training in the Project Approach, the teachers in these 3 part-day programs remain enthusiastic about the approach and have been fairly consistent in including it in their curriculum. They value the approach because it lends direction to their lesson planning, involves parents, helps with collection of samples for assessment, challenges children with diverse abilities, and provides for a more well-rounded "hands-on" curriculum. (Author/LPP)