The author begins with the position that educators have a special responsibility to cleave to positive assumptions rather than "deficiency" assumptions when interacting with both students and adult peers. Establishing her credibility as both a classroom teacher and teacher-leader with 20 years of experience in a high-needs public school, the author argues for directly examining and refining our assumptions, their impacts on our behaviors, and the outcomes of those behaviors. The author poses several examples of deficiency assumptions and offers the alternative constructive assumption. Presenting and rebutting the counterargument of assuming the worst, the article reiterates the importance of making constructive assumptions. Constructive assumptions come from a model of caring that will motivate both students and adults alike.