A growing body of research suggests that a range of 'hidden' or 'less tangible' aspects of early childhood practice play an important part in early childhood practice. The purpose of this article is to contribute to this existing research literature by identifying some of the complex ways that less tangible aspects work. To do this, the authors focus on a data fragment describing ways that conceptualisations of 'secret' are at work in one educator's practice. To give readings of this data fragment, the authors use a strategy of 'plugging in' everyday and theoretical understandings of 'the secret', and, a popular culture text. The authors also use post-structural understandings of 'being' and 'language', and additional illustrative data fragments to illuminate these complex aspects of practice at work. The article concludes by considering some implications and cautions of the politics of possibility that the readings of imperceptibility and early childhood practice have opened.