Quality early childhood education is crucial for lifelong success and societal benefits, yet early childhood teachers often struggle to establish their professional identity within the broader education community. Factors like support for developmentally appropriate practices, professional development, and a sense of belonging influence identity and perceived support. Challenges such as administrative misunderstandings and inadequate professional development persist. This quantitative correlational study examined the relationship between the environment and support factors, teaching certificates, grade level, and the perceived professional identity of early childhood teachers in elementary school settings. Participants were pre-K through 3rd-grade teachers from Oklahoma public schools. Additionally, This study used Miller et al.'s (2012) framework to understand how environmental contexts impact early childhood teachers' professional identity and support perceptions in Oklahoma. With its nested systems, the framework allowed for a comprehensive analysis of how environmental contexts potentially impact early childhood teachers' professional identity and support perceptions across different certificate holdings and grade levels. Data were collected via an online survey. Correlation and logistic regression tests were conducted to examine the relationships between variables and predict teacher identity. While no significant relationships were found, the disaggregated survey items provided insight into Oklahoma's early childhood teachers' professional lives. The study contributes to early childhood education by offering insights into creating a more unified system. It fills a gap in research by focusing on early childhood primary grade teacher identity and aligns with previous studies on certification overlap. Recommendations for future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]