In this article, the author discusses how the early childhood field's approach to staff training reflects the drive-through, fast-food culture. Year after year directors send their teachers to workshops to get some quick refresher techniques. The author suggests that rather than focusing professional development on topics, focus on observing children instead. Rather than focusing on drive-through trainings, early childhood administrators should concentrate on involving their teachers in "communities of practice," also referred to as professional learning communities. In her experience, the key to making communities of practice an effective approach for professional development is providing the time and a protocol for the study process, whether it be monthly or weekly. And teachers need someone to serve in the role of a pedagogical leader, facilitating the study process until it becomes second nature, like learning to sanitize tables, change diapers, and conduct a fire drill. The author contends that when early childhood directors do the gradual, painstaking work of making this a budgetary priority and develop the pedagogical leadership to guide the process, professional development will become embedded in daily practice and drive-through training will become a thing of the past.