This qualitative study is grounded in phenomenology. Using 28 early childhood teachers from six Caribbean islands as research participants, the following study sought to elicit their perceptions of what it takes to be successful in the early childhood classroom and to understand how other early childhood teachers can achieve this. Thematic analysis highlights six areas: (1) strong home-school partnership, (2) targeted professional development, (3) mentorship and support, (4) strong pedagogical practices, (5) appreciation of diversities in the classroom, and (6) autonomy. These findings suggest that teachers' success is not solely dependent on the availability of resources or curriculum requirements. Rather the 'humanness' that comes with the profession is perceived to be more important. These findings highlight the need to draw on teachers as we aim to address issues of concern in education especially as it relates to the timely issue of improving their competence at the early childhood level.