This report provides findings from case studies of 2-year-old children in four kindergartens in New Zealand, two in Wellington and two in Dunedin. Qualitative methods were employed to capture data to align with the study's aims which were: (1) Capture the current experiences of the children at the centre from as many perspectives as possible; (2) To reframe any discourse on the under-three year-olds which works to disadvantage the children or negatively impact on the teacher's job satisfaction; and (3) To work alongside the teachers to identify those discourses and structures which wider society and structures may need to address to ensure a safe, and high quality educational experience for the country's two year-olds who attend kindergartens. Findings highlighted teachers' joys as well as frustrations (e.g., structural issues, such as group size and teacher-child ratio) in accepting and working with 2-year olds in a kindergarten setting.