The empowerment of early childhood educators as teacher leaders can translate into effective instructional practices that promote children's development. This paper aims to broaden the discussion about the relationship between early childhood educators and their traditional K-12 counterparts. We seek to present a wider exploration of what it takes to develop and maintain systemic changes in thinking--the philosophies, the perceptions, the policies and the commitments that are necessary in creating sustained educational change. (Contains 1 table and 1 footnote.)