The purpose of this case study was to explore how the discourses and pedagogy of Mariana, an urban early childhood educator in the Northeastern United States, were informed by the construct of hope as an aspect of her professional practice. Like many of her students, Mariana was an immigrant and learned English as a second language. Data for this inquiry were field notes from four observations of Mariana's teaching practices, post-observation notes, and transcripts of five interviews. Analysis incorporated grounded theory with open and axial coding to identify salient connections between and among data sources. Findings suggest that the promotion of hope in Mariana's pedagogy surfaced in relation to insights from her prior experiences as an immigrant and linguistic outsider, from a value to promote student agency and the affirmation of their voices, and from the human and material resources in her professional setting. Each of these functioned as a resource that informed Mariana's understanding of self as a teacher and the instruction she provided. This inquiry contributes to the call for the diversification of the teacher workforce and the centrality of hope as integral in the education of young children, particularly those of diverse cultural, linguistic, and socio-economic backgrounds.