The implementation of Developmentally Appropriate Practices, high quality Early Child Care and Education practices has been becoming the concern of people in many countries. Implementation of developmentally appropriate practices requires teachers` intentionality. Hence, its implementation need to be investigated in accordance with teachers lived experiences and practices emphasizing the practical gaps along with empirical studies, literatures and other related concepts and approaches because of its comprehensiveness. It was intended to describe and explore the experiences of preschool teachers and the status of DAP key area practices using descriptive phenomenological study. Three leading research questions were considered to address the objectives of describing teachers` experiences and understanding the contexts and situations as well as the describing the overall essence of DAP practices on purposively selected five ECCE professional preschool teachers using interactive data collection methods ethically grounding on social constructivist approach. Data were analyzed using interpretative phenomenological analysis approach. It is found that participant teachers had no clear understandings about DAP. They did not use outdoor learning environments for learning. They did not varied daily schedules, routines & activities were. They spend time engaged in handling behavior and targeted instruction. They assessed, recorded and gave feedbacks regularly and formally. They perceived themselves as they are “intentional”, however they were not really intentional from the point of view of NAEYC (2009) position statement and national ECCE frame work(MoE,2010). Teachers gave little attention to children holistic development and learning and there were no opportunities for teachers to be responsible, accountable. In general, preschool teacher`s experiences in implementing DAP were not developmentally appropriate. Key words: Preschool, DAP, DAP key area, DAP implementation, Teachers experiences