<![CDATA[Assistant teachers play an important role in supporting learning in early childhood education. However, previous studies have mainly discussed their duties from a normative perspective, while their actual involvement in classroom practice has received limited attention. This study aimed to describe the role of assistant teachers in supporting the learning process at TK Kartika XIX-18 Cisaat, Sukabumi Regency. A qualitative approach with a case study method was employed. Data were collected through observations, interviews, and documentation and analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings reveal that assistant teachers function not merely as classroom assistants but as collaborative partners throughout the learning process. During the planning stage, they contributed to preparing learning media, organizing the learning environment, and providing input for activities based on children's needs. During implementation, they supported classroom management, provided individual assistance, strengthened children's learning engagement, and maintained a conducive classroom atmosphere. During evaluation, assistant teachers observed children's development, documented learning outcomes, discussed the results with lead teachers, and used the findings to support follow-up learning plans. These findings indicate that continuous involvement of assistant teachers contributes to more effective, collaborative, and child-centered learning processes.]]>
