Research suggests the Reggio Emilia approach puts children at the center of their learning experience as the investigator, while also regarding education as a community activity, a sharing of culture through joint exploration between children and adults who together open topics to speculation and discussion. The sociocultural differences between America and Italy contribute to the challenges American preschool teachers face when implementing a Reggio-inspired approach. The purpose of this qualitative phenomenological study was to further research and understand how preschool educators implement a Reggio Emilia-inspired approach in American classrooms. Data collection consisted of conducting three in-depth interviews with five participants who are preschool teachers in a Reggio-inspired program via Microsoft Teams. The interviews were transcribed, coded, and categorized into major themes and subthemes that transpired from the data. Findings included that participants' foundational beliefs in strong relationships with children and parents, utilizing the environment as the third teacher, allowing children to access their environment through the Hundred Languages of Children, and scaffolding instruction to maximize independence were consistent with the beliefs of the Reggio Emilia approach. The need for more time for planning, analyzing documentation, and the need for an atelierista were common barriers identified by participants. Teaching to early learning standards in America poses a challenge for teachers who wish to implement a Reggio-inspired approach. Opportunities for professional development on implementing a Reggio-inspired approach is suggested in order to better understand how it can be implemented in America. [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.]