The field of publicly funded early childhood education continues to evolve into a discipline in which early educators are expected to teach a more culturally and linguistically diverse student population a standardized set of knowledge and skills so that they can meet policymakers' academic achievement requirements. This creates a range of challenges for early educators who strive to implement instructional practices that attend to children's developmental, individual, and sociocultural needs. The article addresses this issue through examining the implementation of a professional development course for prekindergarten and kindergarten teachers that asked them to reconceptualize their understandings of their role in the classroom. Examining how their practical conceptions were affected by their participation in this course revealed an eagerness to pursue lines of study with children that addressed issues central to children's lives. However, transforming this conceptual willingness into practices within their highly structured teaching context seemed to be a more difficult task. Interpreting these findings generates three central points that teacher educators, early educators, and preservice teachers might consider in developing the practical tools needed to prepare children to be successful in their high-stakes schooling environments and local communities.