The purpose of this multiple case study was to examine the perceptions of Kindergarten teachers regarding systemic constraints on the teacher/learner pedagogical relationship. As greater responsibility and increasing pressure are imposed on early childhood teachers to focus on a subject-centered curricula and accountability standards, there is less time available to implement and develop appropriate practices. This qualitative study gathered data from four randomly-selected experienced Kindergarten teachers, through interviews, classroom observations, and a review of classroom documents. Analysis of the data generated three highly prominent themes: 1) developmentally appropriate practices in the Kindergarten setting are compromised in a high stakes environment; 2) the instructional pacing of the curriculum has changed the dynamics of the Kindergarten classroom; and 3) academic skills are emphasized as a result of the push-down curriculum in Kindergarten settings. In summary, the Kindergarten teachers believed that the dynamics of the pedagogical relationship between the teacher and the learner have changed as a result of systemic constraints. Teachers from the study perceived that the push-down curriculum imposed pressure to cover an academic curriculum throughout most of the day. However, the teachers maintained that even under the mounting pressures of the push-down curriculum, they were able to sustain a high sense of self-efficacy, still believing in their ability to help their students succeed.