is important for preschool teachers, assistant teachers, parents and the children themselves – the purpose being to increase knowledge and understanding of children’s development, their learning and wellbeing. The Icelandic National Curriculum Guide from 2011 explicitly states that assessment should be a regular part of preschool practice and diverse methods should be used to evaluate education; children’s learning and well-being. The study discussed here is collaborative action research that took place in one kindergarten in the capital area, being part of a collaborative project of RannUng (Centre for Research in Early Childhood Education) and five preschools in the neighboring municipalities of Reykjavik. The research work title is: Assessment of children’s learning and wellbeing. The overall aim of the study was to support participants in the preschools as they developed methods that aimed to assess children’s learning and wellbeing. The preschool participants discussed in this article, decided to develop and further improve their use of documenting Learning Stories as an assessment method. The participants were from one out of three departments/classes in the preschool, two preschool teachers and two assistant teachers, as well as the preschool manager. The children in the department were 19, two to three year olds. The preschool teachers and assistant teachers collaborated with a teacher and a master’s student from the University, School of Education. The role of the master’s student was to be a contact person between the two teams, in the preschool and the university. The student also supported the preschool group as they developed new assessment methods. Furthermore, the master’s student played a main role in generating the data. In the beginning and the end of a school year data was generated through interviews with the participants in one preschool department and the preschool manager. Other data generation included notes from meetings, notes in a research journal, observations, photographs and registered sources such as the school curriculum guide and children’s portfolios. The portfolios were a collection of children’s artwork and other information about the children’s education. In the beginning of the study the assistant teachers were given space one day a week to document children’s Learning Stories. Soon the assistant teachers started, along with the preschool teachers, to take pictures and document written notes using the program Book Creator for tablets. The participants wanted to be more thorough, consistent and organized in their documentations, so the preschool teachers designed a form which included points they found important to document, reflect on and analyze. This form included points such as: for assessment, for analyzing, what to document and how to document. Using the form was helpful to the participants, for example in finding the focus while the children were playing and working further with the information from the documentations. The results show that participants developed and strengthened their skills in documenting Learning Stories. By displaying and discussing the Learning Stories with parents, they were able to raise their interest in what the children were engaged in at the preschool. The children’s portfolios were sent to their homes on weekends, and parents added to the documentations and showed great interest in doing so. In this way the information from the documentations also included the children’s experiences outside preschool. In preschool, children were provided with an opportunity to introduce their Learning Stories, documented by their parents. Nevertheless, the portfolios including the Learning Stories where kept where the children could not reach them without help. When the master’s student pointed this out to the participants in the preschool, they did not want to change the location, as they were anxious that the children might damage the portfolios. In relation to the portfolios being kept out of reach of the children it might be suggested that the children did not, at the time of the study, acquire proper ownership of their Learning Stories. The preschool teachers displayed and discussed the Learning Stories with the parents in interviews about individual children. The teachers found the discussion helpful, not least as they seemed to be able to explain and describe further, even in detail, issues of concern in their practice and sometimes clarify aspects the parents where not familiar with. Even though the participants considered the Learning Stories to be a good tool for highlighting children’s strengths, they expressed the view that other forms of documentation were still needed to plan and gain an overview of the children’s developmental factors. Finally, the participants saw documenting Learning Stories as time consuming and were reluctant to use much of their time for documentation since there were many other important issues they needed to take care of in the preschool.