In this article, I reflect on my experiences as a novice teacher-researcher. This activity, a requirement for a Doctor of Philosophy degree, was my initial attempt at systematic self-analysis of my work in kindergarten at a public primary school in Montserrat. This experience proved beneficial in several ways as it deepened my understanding of the teaching-learning process at this level in addition to affording me the opportunity to exceed my wildest dreams by contributing to the literature on early childhood education and teacher-research which can enhance the quality of teaching-learning encounters.