This action research project was driven by three aims: (1) to contribute to a theoretical understanding of learning dispositions and key competencies; (2) to discover how teachers enhance learning dispositions and key competencies; and (3) to explore continuity and progress of learning dispositions and key competencies. Data collection across five diverse school settings in New Zealand involved a mixed methodology, which included observations, interviews, portfolios, recorded discussions, and case study analysis. Key findings discuss the difference between children's and teachers' perspectives, the significance of context (e.g., Maori/English language medium), as well as metaphors, relationships, resourcefulness, and intentions to illustrate connections.