In Wales, concerns about the perceived over-formalisation of young children's educational experiences led to the introduction of a Foundation Phase Framework for children aged three to seven years that advocates a more holistic, play-based approach. Following the staging of the Reggio Emilia travelling exhibition, funding was secured for a project in which teachers explored Reggio philosophy and practices as a means of gaining insight into their thinking and pedagogy. Given the introduction of the Foundation Phase, the project also intended to support teachers' explorations of child-led learning. Looking at their practice "through another lens" exposed teachers' commitment to an approach dominated by prescribed, subject-related outcomes. This approach influenced the way in which the teachers interpreted key aspects of Reggio philosophy and contributed to their difficulties with "supporting" child-led learning. The paper concludes that moving away from a "subject-centred" approach, particularly when the Framework includes prescribed learning outcomes, may be extremely challenging for teachers.