Daycare professionals’ expertise in Denmark is rooted in ways of solving problems of children’s care and development prior to school. In daycare, children are seen as agents in their own learning activity and care, and play and creativity are important for children’s development. The question was how can this approach be aligned with specific learning goals of preparing children for school, required by the Ministry of Children and Youth? In the research presented here, the aim was to study how changes in demands for preparing children for school conflict with what matters for professionals in kindergarten and how this conflict may be solved. The study took form of practice developing research and the intervention is discussed in terms of building common knowledge and exercising relational expertise and agency (Edwards, 2005, 2010) among daycare practitioners, the researchers and school practitioners. In a kindergarten, professionals, while participating in everyday practice, invest practice objectives with ideals and values. These guide how they cooperate to create activity settings for shared social situations for themselves and the children (see Figure 1.1 in Chapter 1). Both the professionals’ and children’s learning occur through their engagement in activities in specific institutional practices, which are in turn influenced by motives and demands from other practices. Preparing children for school is a central practice demand for professionals in children’s last year in kindergarten. This demand may raise questions for parents and practitioners about the implications for child development, while for practitioners it also creates challenges for practice development (Hedegaard & Fleer, 2013).