This research project investigated the extent to which risk and challenge is beneficial in the Early Years Foundation Stage. The experiences of one cohort of reception children, their teachers and teaching assistants (TAs) was investigated through interviews, observations (field notes and event sampling) and document analysis. The research found that children do benefit from experiences with risk and being challenged. From these experiences, children can develop positive self-esteem, increase their confidence and develop the skill of trying new things. The research concludes by highlighting the belief that a teacher’s personal philosophy towards risk taking will influence how they allow children to experience risk in their classroom