The objectives of the present study were: (a) to compare the "performance" ratings on five aspects of intervention practices as determined by preschool educators to the "performance" ratings as determined by elementary school educators, (b) to compare the "importance" ratings on five aspects of intervention practices as determined by preschool educators to the "importance" ratings as determined by elementary school educators, (c) to determine if "importance" ratings are significantly higher than "performance" ratings. Questionnaires were employed to collect the data from preschool and elementary school educators in Thailand. It was found that there was no significant difference between preschool educators' and elementary school educators' ratings of their "performance" in any of the five aspects of intervention practices ("p"?greater than?0.05). There was a significant interaction between educators (preschool vs elementary) and aspects of intervention ("p"?less than?0.05), with preschool educators rating developmentally appropriate interventions higher than elementary school educators, whereas elementary school educators rating environmentally appropriate intervention higher than preschool educators. Finally, each group of educators rated “importance” significantly higher than "performance" in each of the five aspects of intervention. (Contains 4 tables.)