Early childhood educators are concerned about a 'shovedown' of elementary school expectations, standards, and curriculum on to young children due to policy-makers' moves towards utilising preschool programmes to address disparities in academic achievement. This study employs interviews and classroom observations to contrast the perspectives of two transitional kindergarten (TK) teachers -- one a former preschool teacher and one a former kindergarten teacher -- to understand how they adapted practices from both early childhood and elementary education to support their students' development in TK. Key intersections include (1) developing both self-regulation and academic skills, (2) exposing students to kindergarten standards rather than teaching to mastery and (3) differentiating expectations to match children's development and interests. The study suggests that TK, operating in the hybrid space between preschool and kindergarten, has the potential to 'push up' child-centred practices of early childhood educators into primary grades. (author abstract)