This article explores the conditions required for preschool managers to support change through research aimed at developing educational practice. It examines factors that enable and constrain support of change and the arrangements that can be identified in relation to these factors. The results suggest that arrangements that support a more technical and accountable form of practice constrain managers' capacity to support research aiming to change practice. However, the findings also show that managers do have possibilities to support such research. One key factor is whether the research is in line with their goals and efforts. Another is whether they have trust in the researchers and the educators implementing the change. The results also indicate that one way for leaders to enable change is by creating meaningful spaces for sharing experiences and developing practices. This involves the reframing of leadership practices into a more democratic and collaborative approach, and implies that cultural-discursive, material-economic, and social-political arrangements are needed to support such approach. Hence, for research projects aimed at changing educational practice, it is necessary to identify the specific arrangements connected to that practice. This is especially important in times when practice-based research is promoted as a way to attain educational goals.