One of the most important tasks in working with teachers is helping them develop their own abilities to create developmentally appropriate curriculum for young children. This paper reflects on, from two perspectives, the ongoing process of teachers developing an understanding of how children learn and how that process affects curriculum development and implementation. The paper reconstructs dialogue between a teacher trainer and a teacher she has been working with for 6 years, revealing how the process unfolds over time. In the dialogue, the teacher trainer and teacher reflect on their experiences in ongoing teacher training and implementation of emergent, project-oriented curriculum. (Author/HTH)