In 2000 ACEI began an exploration of the potential role that a code of professional ethics might have in the Association. The Public Affairs Committee recommended that the Executive Board appoint an ad hoc Ethics Committee. That committee, under the leadership of Nita Barbour, accepted its charge to provide guidance to colleagues who struggle to balance their sometimes-conflicting responsibilities to children, parents, colleagues, and society (Freeman, 2004). In 2005, after three years of studying codes of professional ethics and the process of their development, the Ethics Committee recommended that ACEI endorse the Code of Ethical Conduct developed by the National Association for the Education of Young Children (NAEYC) (1989/1992/1997/2005), rather than duplicate the several-years-long process of developing an original code. Leaders of ACEI took this important step because ACEI, like NAEYC, is made up largely of classroom teachers who appreciate the special vulnerability of children and accept as their primary responsibility the protection of children's physical and emotional safety and well-being. Its members are dedicated to helping each child reach her/his potential and to promote teachers' professional development. Thus, it is important to appreciate that by adopting this Code of Ethics, ACEI provided its members with a vision of the field's aspirations, identified members' professional responsibilities, and guided them in the resolution of ethical dilemmas they encounter in their work. Adopting this code also increased the professionalism of the field by joining with NAEYC. ACEI has sent a clear message to those outside the profession that allied organizations stand together in their commitment to children and their families (Freeman, 2004). In this article the authors describe some of the kinds of situations that should prompt reference to the NAEYC Code and model its application, using a systematic and reflective problem-solving approach. (Contains 1 note.)