This project investigated the experiences of under-3-year-olds and teachers' practices in New Zealand kindergartens. Historically, kindergartens have provided an early childhood environment for 3-5-year-olds. As enrolments and waiting lists have dropped, kindergartens have opened their door to children under three years of age, taking them into an environment that was often structured for older children in a larger group setting. We worked alongside kindergarten teachers to explore the impact of this change on 2-year-olds' learning experiences, and on teachers' practices generally. Together we identified factors that supported best practices for 2-year-olds, and macro-level factors that influence teachers' ability to provide positive learning experiences for children. (author abstract)