The identity of the teacher-researcher in an early childhood classroom is complex, weighed down with social and cultural perceptions regarding academic research and the education of young children. Certain levels of education, such as a bachelor's or master's degree, are considered "appropriate" and are valued in early childhood educators. However, the degree of doctorate is not considered "appropriate" for a teacher of early childhood, and the desire to remain in the classroom while holding this degree is often met with surprise and disapproval. What does this mean in terms of our attitudes toward early education? Do some students warrant a teacher with a doctorate while others do not? This narrative inquiry examines one "over-educated" teacher's experience of situating herself within the preschool classroom as both teacher and researcher, both insider and outsider.