Since the early 1940s, superheroes have been used by educators and clinicians to instill community and confidence; resiliency and courage; tolerance and sharing among children. Through superhero play, the early childhood classroom has become a laboratory filled with capes and costumes. In the therapist's milieu, the empowered superhero provides a model for children to aspire to. But both of these environments--the classroom and the counselor's office--use the fully powered superhero. While the literature attests to health benefits provided through use of the empowered superhero, this article draws attention to a resource often overlooked: the pre-empowered, pre-cloak superhero. As many popular superheroes (~86%) were orphaned or abandoned, prior to acquiring superpowers, the article focuses on the adversities they share with these two specific groups of vulnerable children. With orphaned and abandoned children as the treatment group of focus, the article proposes environments for pre-cloak interventions. In addition, the article proposes a dual-stage program, which would combine pre-cloak interventions with superhero play. For the educator and clinician, possibility awaits through this expansion of the superhero palette.