This study investigated time as a factor of implementation. The implementation in focus was a six-month implementation project of a new didactic practice (theme-based cooperative learning) in two kindergarten classrooms in one Swedish school during the spring of 2021. The six kindergarten teachers participated in group interviews before, during, and after the implementation project. The Theoretical Domains Framework (Atkins et al., 2017) guided deductive sorting of the expressed barriers and facilitators at each time-point into domains and sub-categories. Analysis of the change of expressions at the different time-points found time to be an important factor for the implementation project. Time acted primarily as a facilitator, giving both teachers, students, and the school as a whole time to ease into the change in practice. The downside of time was that it enabled change in many ways, with teachers leaving for other schools or receiving new curriculum guidelines. The study highlights the importance of considering the factor of time in implementation projects, with time being necessary for change, constantly changing conditions for actions, and persistently perceived as being insufficient by teachers.