Research shows that Professional Learning Communities (PLCs) foster teachers' professional learning. However, there is little knowledge about their implementation among early childhood (EC) teachers in Chilean and Latin American contexts. This article seeks to characterize two PLCs composed of EC teachers and to analyse, from the participants' perspectives, the experience as a professional learning process. From a qualitative perspective, a multiple case study was developed. 27 EC teachers participated, 12 from PLC 1 and 15 from PLC 2. Data collection included nonparticipant observations, interviews and focus groups. Data were analysed by an open coding process based on grounded theory. The results show that each PLC highlighted different aspects related to pedagogical practice, self-care practice, trust and close relationships, and institutional validation. From the teachers' perspective, PLCs contribute to professional learning, in terms of fostering complex and critical reflective practice, and collaborative conceptual learning that promotes not only knowledge acquisition and construction but is also empowering for teachers. Practical and investigative implications are discussed.