Preschool teachers use their ideals as a sifter to comb through their most pertinent funds of knowledge related to mealtimes with young children. The purpose of this two-cycle action research study was to investigate and enhance child-feeding professional learning opportunities--targeted at early childhood educators working with young children (aged 1 to 6 years)--at a university in Singapore. Cycle 1 participants consisted of Singapore-based preschool teachers. Analysis of data from 12 semi-structured interviews, five mealtime observations and five menu documents led to six themes responding to the research question. Together with the literature, these themes informed the Cycle 2 action step, which was designed, executed, and evaluated in Cycle 2. The participants in Cycle 2 completed a teacher reflection tool and participated in a WhatsApp chat group. Semi-structured interviews conducted at two points, review of participant-generated mind maps, personal reflection documents and WhatsApp chat logs, coupdled with field notes and analytic memos enabled evaluation of the project's effectiveness in raising participants' subjective knowledge and confidence around mealtime decisions. In response to the research question, findings suggest that (a) preschool teachers use their values, attitudes and beliefs as a "sifter" (enabling them to sift through their funds of knowledge to reveal child-feeding growth opportunities); (b) bridging dissonance between extant research and local child-feeding experiences enables learning; (c) building safety and trust can make child-feeding learning feel less risky; and (d) combining both introspection and community support helps to achieve change in mealtime practices. Implications included the need to develop relationships between scholar-practitioners and preschool teachers, expand child-feeding learning opportunities both within and beyond universities, and signal approval for child-feeding change from preschool and government leadership. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]