In 2003, a new curriculum was enacted in Greek preschool education, replacing the previous one of 1989 and following the development of new curricula for the other rungs of compulsory education. Within this context, the new curriculum development policy aimed at an equal integration of preschool education into the unified design of primary and secondary education. A basic issue in any such educational change is how teachers make sense of the new curriculum and what impact it has on their thinking and daily practice. Considering the need to better understand the relationships between curriculum and parameters that shape practice, the study examines preschool teachers’ perspectives of the new early childhood curriculum and its implementation, as well as the extent to which the new curriculum has influenced preschool practices.