Drawing on a national survey of New Zealand early childhood teachers' views on ethics and professionalism in their practice, this article discusses three key themes that emerged as core conceptual elements in how teachers in education and care settings defined professionalism. The three themes were: a distinct pedagogical style; specialist knowledge and practices; and collaborative relationships. Elements that were perceived as unprofessional or undesirable in an early childhood professional were also identified. It is argued that as the early childhood field debates the meaning of professionalism, teachers' views can contribute a "ground-up" perspective that can enable the concept of professionalism to be reconceptualised in ways that reflect the reality of teachers' work experiences. (Contains 3 tables and 5 notes.)