This article explores early childhood teachers’ and leaders’ early responses to the release of the revised early childhood curriculum, Te Whāriki (Ministry of Education, 2017), with a particular focus on teaching and assessment of literacy. The study involved a convergent mixed-method design. Data were collected via a cross-sectional survey of teachers and key informant interviews with leaders of early childhood services. The focus of both survey and interviews was on the Communication / Mana reo strand, in order to examine how teachers would encourage children to achieve the language and literacy learning outcomes. A review of the policy context of the revised early childhood education curriculum, Te Whāriki, is first explored, followed by a rationale for this study. The mixed-method study design is explained. Findings from key informant interviews and a national survey are presented. Key findings suggest that there is a need to strengthen initial teacher education around how to implement Te Whāriki and that, in particular, pre-service and in-service teachers may need further guidance around literacy pedagogies and appropriate assessment.