The purpose of this study was to explore preschool teachers’ perspectives on education of young advanced preschoolers. The study conducted in a public preschool in the northwestern neighborhood of a city in the Black Sea Region of Türkiye. The convenience sampling employed based on the accessibility of individuals and the site (Bloomberg & Volpe, 2012). This study designed as a qualitative study, three semi-structured interviews were used as main data collection methods. Two observation sessions took place during participants’ teaching and these observation notes were used as supporting data. Grounded theory (Charmaz, 2014) utilized for analyzing the data. Multiple types of coding; word-by-word, lie-by-line, incident-by-incident, axial (Charmaz, 2014), and lastly theoretical coding (Saldaña, 2016) employed analyzing the data. Three main themes emerged from the data (a) perspective, (b) practice, and (c) factors affecting practices. The preschool teachers’ stereotypical perspective disrupted when their students identified and attended Science and Art Centers later in elementary school. The participants felt short for providing a responsive environment for these students during their practice. The participants identified factors that affected their perspective and teaching, including the school facilities, the parents' profile, and their previous experience with students. The findings aim to inform policymakers, researchers, and practitioners, guiding future studies and the development of professional development programs for in-service and pre-service teachers.

Teachers’ perspectives, teachers’ responsiveness, advanced young learner, early childhood, in-service teachers.