This paper describes a 2-year project establishing an interpretive community of field-based teacher researchers and a university-based teacher researcher at four urban preschools in San Francisco, California. The primary research focus of the project is an examination of practical and theoretical connections between current notions of developmentally appropriate curriculum and culturally responsive language and literacy teaching for 2- to 5-year-olds. The paper describes the initial formation of the group and the project focus and implementation, reflects on the teacher research process, and presents implications for strengthening practitioner inquiry in the field of early childhood education. (Contains 14 references.) (Author/KB)