The Australian Education Research Organisation (AERO) acknowledges the need for a deeper understanding of the implementation process in early childhood education and care (ECEC) -- that is, a better understanding of the missing link between evidence-based practices and improved teacher and educator practice, and outcomes for children. Effective implementation in ECEC, as in other settings, involves more than simply adopting a new idea or the introduction of a new resource. It requires embedding planned meaningful and sustainable change that is responsive to the unique context of each service. AERO has partnered with a small number of family day care, preschools and long day care services across New South Wales, the Australian Capital Territory and Tasmania to learn about the use of a deliberate and structured approach to implementation to deepen the evidence-based practice of assessment for learning. Drawing on feedback from teachers, educators, Implementation Coordinators (service leaders) and AERO Implementation Consultants, this paper highlights 5 key insights into the implementation of evidence-based practice in ECEC. They are: (1) Service context influences implementation; (2) Role clarity and purposeful, collaborative leadership support implementation; (3) Finding your 'why' gains buy-in for implementation; (4) Adopting a structured approach helps to sustain implementation; and (5) Establishing and facilitating supportive relationships advances implementation. These insights offer evidence-informed perspectives for leaders seeking to strengthen the implementation of evidence-based practices in their services.