<![CDATA[Culturally responsive pedagogy is increasingly promoted in Indonesian early childhood education, yet many preschool teachers still rely on instructive, one-size-fits-all practices that leave children's cultural backgrounds untapped. Although STEAM learning and local wisdom have each been widely studied, little is known about how teachers themselves change when integrating local culture into STEAM, particularly from the teachers' own perspective. This study explores how preschool teachers transform their pedagogical practices while implementing a STEAM model grounded in the local wisdom of Malang, Indonesia. Using Interpretative Phenomenological Analysis, in-depth semi-structured interviews were conducted with eight teachers at RA Diponegoro, Malang Regency, from January to July 2026, supported by classroom observation and documentation. The findings reveal three experiential themes: shifting from transmitting answers to facilitating inquiry through open-ended questioning; acting as cultural curators who translate topeng malangan, traditional games, and local heritage sites into STEAM activities; and negotiating tensions related to time, resources, and their own cultural knowledge. These findings suggest that culturally responsive STEAM reshapes not only what teachers teach but also how they understand their professional role. The study recommends sustained professional development that strengthens teachers' cultural and STEAM literacy]]>
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