This research addressed the question of how the spiritual experience of young children might be supported in early childhood educational settings. Qualitative case study research took place in three different contexts: a Montessori casa, a Rudolf Steiner kindergarten and a private preschool. Children aged 2 1/2-6 years, their parents and teachers participated in this multi-method study. Thematic analysis was supported by the use of writing as a means of discovery. This paper introduces the concept of spiritual withness. Evidence from the data includes a video and a poem that supports interpretations of intersubjectivity and understandings of the self/Other and I/Thou. The research showed that certain educational communities construct spaces for relationships that support shared understandings of spirituality as part of a holistic approach to education.