This study examined the views of teachers regarding curricular trends for young children, their teaching practices, and how systemic constraints affect their teaching. Through the use of qualitative research methods, the perspectives of effective early childhood educators were gathered. Ten educators, identified by the district and their peers as effective and excellent teachers, participated in focus groups, interviews, and classroom observations. Six open-ended questions were posed during the focus groups that encouraged the teachers to share their stories. The teachers then were grouped as either advocates, resistors, or traditionalists. The emerging patterns from the data were: trends and issues, developmentally appropriate practice, play, and systemic constraints. Systematic constraints included early academics, reading wars, and standardized testing. The participants in this study identified their beliefs about how young children learn best and expressed frustration, and even resentment, towards the school district that, they believe, constrains them from teaching effectively, particularly through pushed-down curriculum and high-stakes testing.