The purpose of this study was to explore teachers’ experiences concerning teachers’ beliefs and practices about DAP in their instructional activities in Early Childhood Education programs in Adama Town. Qualitative multiple case study was employed to collect data using unstructured interviews, observations, and document scrutiny. The participants of the study were nine early childhood care and education (ECCE) teachers purposefully selected in this study (three each from private, faith-based, and government centers). Interview records and observation field notes were transcribed, coded, categorized, and developed into themes within and across cases. The findings are presented under three overarching themes that reveal teachers’ beliefs about and execution of DAP in the preschools including teachers’ beliefs guide practice; Teaching strategies; and reflected upon challenges to DAP. The study revealed that teachers had a moderate belief toward DAP but their classroom practices were developmentally inappropriate/ inconsistent with their beliefs. The teachers’ classroom practices were influenced by environmental factors than their beliefs such as high academic expectation from parents, the constraint of teaching materials, play equipment, budget, lack of suitable learning environment, limited knowledge and pedagogical skills, and stakeholders’ collaboration. Lastly, the implications of this study for the ECCE stakeholders were suggested.