In this paper we examine the role of the Educational Leader in early childhood education and its day-to-day pedagogical leadership enactment. The aim of the study was to gain a deeper understanding of, and insight into, the role of the Educational Leader in an Australian setting. We use shadowing as a research methodology, along with observation, contextual interviews and reflective conversations as data collection methods in this single case study. This enabled us to closely observe participant actions of early childhood educators and the situated leadership behaviours of the Educational Leader. Findings include discovering the interplay between the pre-school and the primary school with the glass doors situated between the two forming an 'invisible barrier'. Additionally, the care and consideration shown by the Educational Leader created and supported the conditions for collaboration and collegiality among colleagues. We conclude that the use of the shadowing methodology in early childhood education and care contexts is a useful methodology, particularly for research involving small-scale studies.