This chapter draws on a practice-led inquiry within the Investigating Quality (IQ) project based in British Columbia, Canada. The study explored pedagogical development embedded within learning communities. The authors provide an overview of the participants who engaged in the project and describe its objective which was to create conditions for critical reflection and actions to support sustainable and innovative early learning environments. The study reveals collective shifts in pedagogical practices that are produced in, through, and with learning encounters and reimagines leadership and learning beyond individual qualities, skills, or responsibility, as an always already entangled, situated, unfinished, more-than-human project. The result is a model which offers a way of making learning visible and enacting pedagogical actions with children.