Presently in Malta, 'learning outcomes' have become a new focus in education, replacing traditional subject syllabi. The difference between the two is that while syllabi are phrased in a way that foregrounds subject content, a learning outcomes approach gives precedence to individual students' learning. For Grade 3 upwards (ages 8+ years), the learning outcomes are organized around subjects (e.g. mathematics), while for the Early Years phase of education (ages 3-7 years), they are phrased holistically. The aim of my study was to explore kindergarten and primary school teachers' views on this curricular change. I carried out case studies of two schools, conducting semi-structured interviews with 10 teachers and their respective Heads of schools. I also interviewed three education officials. While the interviews had originally been intended to be carried out face-to-face, the onset of the COVID-19 pandemic meant that they had to be done online. In this case study, I argue that some key principles of interviewing are applicable to both face-to-face and online interviewing. These include planning and posing questions carefully, giving importance to the start and conclusion of the interview, using non-verbal cues, and conducting the interviews with respect. On the other hand, I note that online interviewing brings with it some specific challenges. These relate to technical issues, the need for greater researcher sensitivity, and potential changes in ethical procedures. Giving examples from my own research experience, I explain these challenges and suggest ways of dealing with them. [This content is provided in the format of an e-book.]