<p>Motor development is a critical domain of early childhood education and care (ECEC), yet its inclusion in the pre-service education of ECEC professionals remains virtually unaddressed. Gaining insight into learning content on motor development is highly relevant, as a decline in young children’s motor skills has been clearly established from the age of three and is suggested to be reflected in toddlers. Opting for a structured interviewing approach, this study explored teachers’ perspectives on integrating learning content on toddlers’ motor development in the formal education of ECEC professionals. Nineteen structured interviews with teachers from different educational programs were conducted and analysed using a content analysis approach. A coding scheme was developed through iterative testing and intercoder reliability checks, yielding five categories: (1) Definition and interpretation, (2) Approach, (3) Expected learning outcomes, (4) Personal beliefs, and (5) Barriers. Interview findings revealed persistent misconceptions about the concept of ‘motor development’, conflating it with physical activity. As such, the topic was found to be implicitly addressed in curricula, with an emphasis on practical skills over analytic or reflective competencies. While acknowledging the importance of motor skills, language and socio-emotional development were more strongly prioritized by teachers. Barriers to integration of motor development emerged across four levels: the curriculum, practice, teacher, and student levels. Results highlight the need for clearly defined learning objectives and curricula ensuring consistent, evidence-based training. Addressing these gaps could lead to more skilled and informed ECEC professionals, improving toddlers’ motor skills and fostering holistic development.</p>