This article examines the professional identities of early years educators who develop their professional activity in baby rooms, in a nursery school context. In addition to conceptualising professional identities, it outlines the political, legislative, training and professional practice contexts in Portugal, where the research was conducted. Three focus groups were organised: one group of educators, one group of assistants and one group of parents. Transcriptions were analysed using manual content analysis to explore perceptions of professionalism, which is described as multidimensional, complex and as something that cannot be reduced to a sum of personal characteristics, tasks, responsibilities and duties. The professional experience of the educators is analysed in light of the need for legislative changes, regarding the recognition of their professional practice, to introduce policies that ensure the obligatory presence of educators in baby rooms, putting into practice pedagogical intentionality.