Children in several pockets ofMalaysia ruralWorkers andChildren urban poor areas in Peninsular MalaysiaMalaysia have historically been excluded from kindergartenKindergarten programmes. Whilst a limited number in some impoverished communities had access, these programmes were not context-sensitive to the realities of plantation life. Such gaps led to social interventionSocial intervention through community-basedCommunity-based kindergartenKindergarten efforts to bridge the inequalitiesInequality and to innovate programmes to address the intersectionalityIntersectionality of these inequalitiesInequality Community-basedCommunity-based kindergartenKindergarten teachersTeachers involved in these efforts were identified and trained by several community organisations. Pachaiammal, who worked in a rubber plantation, was trained by the Persatuan Guru-Guru Tadika MalaysiaMalaysia (PGT) beginning in 1989. PGT empoweredEmpowered her to provide holisticHolistic care and development for childrenChildren in her community. This chapter identifies and analyses Pachaiammal’s journey to effect change through social interventionsSocial intervention pioneered by PGT. Using a qualitative approach with a case study design, and employing open-ended and semi-structured questions, a sample of five participants was asked to critically reflect on their kindergartenKindergarten experience. The participants included Pachaiammal, her two former kindergartenKindergarten students (now adults), and two parentsParents. The interviews were conducted in Tamil, translated into English, and then transcribed. The findings reveal how Pachaiammal transitioned from solely providing kindergartenKindergarten access for ten years without parental support to being empoweredEmpowered to secure the active involvement and participation of parentsParents and the community in the holisticHolistic care and development of their childrenChildren. This change was realised through a collaboration that PGT developed with concerned groups. Consequently, those childrenChildren, as adults with community values, became involved in the Malaysian economy and benefited from its development. The social interventionSocial intervention of Pachaiammal, who effectively applied her PGT training, was aligned with Sustainable Development GoalSustainable development goals (SDG) 10.2, which collaboratively identified and addressed the intersectionalityIntersectionality of the inequalitiesInequality faced by marginalised communities.