Emotional-behaviour problems (EBP) of young children are frequent and serious (Conway, 2005; Kauffman, 2005). They have detrimental long-term effects on these children, their families, and society in general. Young children need early intervention in order to avert a path towards juvenile delinquency, antisocial behaviour, and underachievement in learning (Loeber & Farrington, 2001; Walker, Ramsey, & Gresham, 2004). Currently, the Queensland education system does not view EBP as a disabling condition and does not provide specific support to this student group, their teachers, and their families. Although American research has been conducted into teachers' practices in this field, there has been little research in Queensland or, more broadly, Australia. Specialised settings to cater for the needs of these students, however, are beginning to emerge in Queensland. A study of two teachers working in one specialised setting explored their respective understandings of their practice with two young children. A series of four interviews examined the history of their practice (past, current, emerging, and prospective). Differences in the practices of these teachers provide a basis for some tentative recommendations.