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Early childhood pedagogical practice in primary schools is often challenged by academic demands, debate about best practice and ongoing change through new policy initiatives. This paper reports an investigation of how early childhood pedagogical leaders assist early years teachers in schools to embrace change and embed early childhood pedagogy. Framed within a constructivist epistemology, this paper reports on findings from three case studies drawn from a larger mixed-methods study from Perth, Western Australia. Data collected through shadowing pedagogical leaders, undertaking contextual interviews and analysing school documents revealed that pedagogical change was promoted, encouraged and sustained through a number of strategies. These included utilising early childhood champions, developing relational trust with staff, establishing communities of practice and empowering teachers as decision-makers. This paper highlights the critical role early childhood pedagogical leadership can play in recognising the professional capability of early childhood teachers to drive ongoing improvement in school contexts.