This teacher research study focuses on an initial cohort of early childhood preservice teachers who participated in a case study of teachers' constructions of becoming a teacher. The purpose was to determine, through qualitative teacher research, how our teacher preparation program can better prepare preservice teachers to develop, make, and implement instructional decisions appropriately and intentionally. The emerging themes of intentionality in curriculum planning and uses of assessment are explored in our findings. The impact of our teacher preparation program on these themes is outlined in the discussion as a way to help us understand our initial findings. The researchers' reflections and related program implications are discussed.