The purpose of this qualitative descriptive study was to explore how kindergarten teachers describe their use, as well as the effectiveness and value, of developmentally appropriate practices for teaching kindergarten curriculum in a mid-size urban school district in New Jersey. It was not known how kindergarten teachers describe their use, as well as the effectiveness and value, of developmentally appropriate practices for teaching kindergarten curriculum. This study is supported by Vygotsky's (1967) Social Development Theory and Schon's (1983) Reflective Practice. This study asked two research questions on kindergarten teachers' use of developmentally appropriate practices and the effectiveness and value of those practices. A convenience sampling strategy was used to attain a final sample of 11 teacher participants. Data were collected through semi-structured interviews and focus groups. Three themes that emerged from the data using Braun and Clarke's six phase thematic analysis were: (a) interactive instruction and activities are developmentally appropriate practices used in kindergarten; (b) curriculum and compliance do not support the use of developmentally appropriate practices; and (c) effectiveness and value of developmentally appropriate practices build confidence that promotes active and engaged learners. The themes address the developmentally appropriate activities kindergarten teachers use to teach kindergarten curriculum and the challenges of curriculum and compliance on using those practices. Additionally, the effectiveness and value of developmentally appropriate practices is that it builds confidence that promotes active and engaged learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]