Abstract This project investigated the role of Visiting Teachers (formerly called coordinators) in improving the quality of Educators’ practices, and children’s learning outcomes, in the homebased settings supervised by the Dunedin Community Childcare Association (DCCA). The Visiting Teachers in the project engaged in two action research cycles, one per year, examining how the different activities, tasks, professional development workshops and Visiting Teacher-Educator interactions enhanced educational and care practices in the homebased settings. We focused on support services within the homebased early childhood education and care setting (the Visiting Teacher as well as professional development provided by the DCCA) as international research has shown this role of Visiting Teacher is both a