This paper, the result of a qualitative research process, serves as a reflection on the ways in which early _x000D_ childhood teachers who belong to schools with different characteristics and possess different levels of _x000D_ training, learn to teach reading and writing to boys and girls. It was found that, independent of their level of _x000D_ training and education, practice in the classroom served as their main source of learning. From these findings, _x000D_ some questions emerge about the relationship between the theory and the everyday practice in the training _x000D_ of educators and what this suggests for the institutions responsible for such activity.