Upgrading the status of early childhood teaching and improving job satisfaction are areas of concern to practitioners, policy makers and other stakeholders in the early childhood field. Ways to upgrade practicing teachers, including their involvement in research, is an on-going challenge. This paper reports on a research in Singapore where a sample of practicing teachers was asked about their views on practitioner research. The interviews focused on the possible challenges faced by practitioners in implementing practitioner inquiry research. In addition, the participants discussed changes that can be made to support practitioner inquiry research in early childhood settings in Singapore.