This article is in the form of a reflection on a project aimed at improving early childhood education in an African country, Guinea-Bissau, which is one of the world’s poorest countries, and where preschool teachers have no training and educators have to face varied and continuing difficulties. Helping these Guinean teachers to improve their teaching practice, focusing on the curricular guidelines which involve the wellbeing of the child, stimulating reflection on their initiatives, and valorizing team work and the culture of communities served by preschools and kindergarten, has proven to be a challenging and difficult, but fruitful task. These teachers innovate, experience feelings of enthusiasm and pride in their practices, and feel more capable. Nevertheless, supporting the dynamism and functional structure created in the context of the project presupposes an empowering and encouraging environment. This requires political will and commitment.