In the present research paper, we have summarized about the involvement of other children and child-care providers during kindergarten life for Child A, with cleft palate and unclear pronunciations. Since pronunciation of Child A are not clear, on behalf of Child A, child-care providers conveyed the words and sentence to other children, which they could not hear. At that time, instead of asking Child A to correctly pronounce once again, child-care providers make Child A listen to correct pronunciation. For other children who noticed unclear pronunciation of Child A, child-care provider in-charge and support education coordinator encouraged other children to understand the words pronounced by Child A while consulting the mother of Child A. During informal gathering of parents, Mother of Child A was hesitant about conveying to other parents of same class that Child A has cleft palate and unclear pronunciation. Special support education coordinator respected the feelings of the mother of Child A and decided not to explain about the pronunciation of Child A during the information gathering of parents. Special support education coordinator consu1ted the speech language hearing therapist of the medical institution which Child A was attending, and received advice about involvement of child-care providers at kindergarten for development of pronunciation of Child A. Information of Child A was shared with all the staff members of kindergarten to ensure that any child- care provider will handle in similar manner.