This article describes the geographical, religious, economical, cultural, and educational contexts as they not only influence the status of Saudi preschool teachers but also have shaped early childhood teaching career. It aims to capture and present teachers' subjective experiences as members of the profession through semi-structured interviews to assist in the conceptualization of effectiveness and professional development of teachers' roles and their status. This article focuses on preschool teachers' perceptions regarding their career and their individual evaluation of their work in contrast to the community that they serve, which created controversial concerns and challenges.