This paper outlines the background of an early years training program being implemented in inner city and rural settings in the United Kingdom. The paper is based on 5 years of observations, interviews, meetings, and training initiatives with educators and parents. In their comments, educators and parents often attributed their lack of participation in training to external constraints such as lack of time rather than to lack of interest. Program developers decided that in order to genuinely reflect the rights, interests, and needs of the children and adults, an open, flexible, and visionary attitude toward development and learning had to be adopted. It was necessary to think deeply about genuine accessibility and to question some elements of traditional training structures. Further research focused more specifically on the significance of the process of adults continuing to develop and learn, and analysis emphasized the importance and complexity of the concept of personal and professional well-being in development and learning. Nurturance of confidence, trust, and expectation provided the focus for initial supportive intervention. Program developers learned that throughout the implementation of such programs, the development and learning process must be stimulated through a sensitive context in which the needs, capabilities, and aspirations of individuals are shared and valued. (EV)