The purpose of this study was to contribute to the knowledge about early childhood education and care (ECEC) personnel's perception of the support structures that are most effective in assisting them in their work with culturally and linguistically diverse children. This qualitative case-based study examined one of Finland's most culturally diverse regions, near the capital Helsinki. The thematic analysis of interviews with 18 ECEC personnel working across five ECEC professional teams indicated that the support structures in place for ECEC personnel to work with children from immigrant and minority groups consist of a complex network of interconnected areas within the Finnish educational ecosystem, such as the national curriculum or the regional formalities and procedures. These interconnected factors are rooted in cultural and educational frameworks, local initiatives and unit-level interventions. Individuals' personal experiences (living abroad, teaching in multicultural childcare settings) and willingness to engage in professional learning as part of a team influence the effectiveness of these support structures aimed at providing in-service training and pedagogical support for the staff working in culturally diverse settings. The study contributes to the literature by utilising the voices of ECEC professional teams to identify the most beneficial and the most needed support mechanisms for educators to work effectively with cultur-
ally and linguistically diverse children. The study also  highlights the critical role of reflection in uncovering
educators' intentions to promote issues of equity and equality in their settings.