The experiences of Early Years practitioners entering Initial Teacher Education are investigated through a project which enabled students on Higher National childcare courses in three Further Education colleges to progress onto a BA degree with QTS in Primary Education, at the local University. The students were tracked throughout the process using questionnaires to elicit demographic data about their educational and employment backgrounds and interviews during both courses to ascertain their changing and developing experiences of teaching and learning, Interviews were also carried out with 'gatekeepers' within the University to provide an additional perspective. The findings showed a more diversely qualified and experienced group of individuals, than had been previously thought. Their specific needs on entering ITE were identified plugging gaps in their knowledge and yet having their prior experience taken into account, both within the course and within school placements. What has been learned from finally hearing the Early Years practitioner's 'voice' is that ITE needs to urgently address the lack of accreditation given to these students' prior experiences as they fundamentally alter and affect the students' perceptions and subsequent experiences. Failure to do this devalues the students, their fellows, their tutors and ultimately the teaching profession, where their diversity is desperately needed.