Early childhood centers and classrooms perpetually dance between being a "center" or a "school." To many educators, the word "school" usually presumes K-12 students. It often means the school is part of a larger entity, like a district or a school board. To parents, school might connote importance or deference to a teacher or principal. To students, the word school might yield a host of intriguing responses. Early childhood educators have learned to navigate between and among all of these assumptions, embracing the assumptions that advance their cause and distancing themselves from those that do not. For instance, using "infant teacher" instead of "day care worker" can produce an entirely new context from which to operate. In terms of professional learning, early childhood educators are either lumped in with other elementary school teachers or left in their center. It is in those poignant moments when the inequity is clear between early learning and K-12 educators. Not only are early learning educators not considered first, they are often not considered at all, the result of a lack of knowledge surrounding early learning. At the College Heights Early Childhood Learning Center in Decatur, Georgia, educators get the same high-quality professional learning as their K-12 counterparts. In this article, the authors identify four assumptions with connections to professional learning. They contend early childhood educators in high-quality centers deserve the same high-quality professional learning as their K-12 counterparts. The following are the four assumptions presented in this article: (1) Early childhood educators really have what they need in terms of knowledge and strategy; (2) Early childhood educators don't need to collaborate with others; (3) Early learning educators only need mandatory trainings (e.g. CPR, first aid, EpiPen); and (4) It's a waste of energy to align the work of early childhood classrooms to K-12 systems. It is best to leave them alone.