This article explores how three early childhood teachers working in grant-funded preschools within a public school context construct and negotiate their professional identities. Teachers share narratives that contribute to an understanding of how their beliefs, knowledge, and practice are marginalized by the context in which they work. The evaluation of these narratives from each early childhood teacher found their individual experiences of working in public schools, demonstrated isolation, and exclusion from colleagues. Validation and recognition from their colleagues and administrators influenced their focus on kindergarten readiness in their preschool classrooms, often conflicting with their own values about quality early childhood education. These perceptions have all impacted the construction of these three early childhood teachers' professional identities and practices.