This article presents a reflective report on a project aiming to strengthen educators and improve early childhood education in Guinea-Bissau--one of the poorest countries on the African continent, where preschool teachers have no training and have to face several ongoing difficulties. Helping these Guinea-Bissau teachers to focus on curriculum guidelines and process variables, implement possible ways to influence the level of well-being and involvement of children, and reflect on their team's strategies has proved to be a challenging and fruitful task. Teachers have come up with innovations and have felt empowered and more capable. However, to sustain the dynamic activity and functional structure that has been created within the project, an enabling environment is required. This implies political will and commitment.