The child care workforce is changing. More than ever before, directors must contend with faculty whose educational levels, job expectations, and career aspirations differ widely. Teachers vary in their experience, professional demeanor, stages in career development, and most recently, generational differences that impact the significance and commitment work holds for them. Today, directors can no longer look to a single solution when designing staff development. Instead, they must apply both insight and strategy to create effective training programs that meet the needs of a diverse faculty. They need an approach that not only addresses job knowledge and skills, but also recognizes the impact of career life cycle on teachers' goals, attitudes, and motivation. In this article, the author describes the plight and wishes of beginning teachers and provides some suggestions on where to focus staff training with them.