The school system in the Slovak Republic, as in other post-communist countries, was first reformed at the beginning of the 1990s. It was not until 2008, when an education law was adopted to set out new parameters for creating a national curriculum at all levels, that fundamental curricular reforms were made. Thus the law also meant that preschool educational institutions could be fully incorporated into the school system and that an entirely new national curriculum could be developed for these schools (nursery schools). The ten-year national Education Programme for Nursery Schools ceased to be valid and nursery schools were faced with the task of implementing the new 2008 national programme. The national curriculum soon began to exhibit fundamental flaws and so a new version had to be produced in 2013. Within a short period of time, teachers were faced with the pressures of having two new national curricula. This study captures the way in which teachers dealt with this process when first encountering the 2013 national curriculum. This was accomplished by intentionally using Facebook as a contextual platform alternative to face-to-face research; as a unique research tool, and as data source. The data collected and analysed from the Facebook platform was based on discussion topics created by teachers. The discussion platform provided access to the emotional side of teachers' reactions to the changes taking place, which must be considered a significant factor in implementing reform. The article describes the various emotional states preschool teachers experience while accepting or resisting the various forms of the national curriculum. (author abstract)