Noting that surprisingly little researcher attention has been directed toward teaming in early childhood education (ECE), the author conducted parallel case studies of two Head Start teacher teams in a single center. Drawing on interviews, extensive observational notes taken over the course of a school year, and teacher-generated metaphors, the cases are explored in relationship to a range of issues associated with teaming. Situated in self-determination theory and the three-component model of commitment, the cases are used to draw conclusions useful for rethinking approaches to teaming in ECE.