Researchers have studied stress and burnout in the field of education for decades. The problem addressed in this study was that early childhood (EC) teachers of kindergarten through second grade in a large, northeastern, suburban public school district have returned to in-person instruction with many challenges related to the COVID-19 pandemic. The purpose of this basic qualitative study was to explore the personal and professional challenges experienced by EC teachers and investigate the support they need to remain in the classroom. Jennings and Greenberg's prosocial classroom model was the conceptual framework of the study. Two research questions explored the challenges faced by EC teachers and the support they need to remain in classrooms. Purposeful sampling was used to recruit 12 EC teachers with at least 3 years of experience in the research district to participate in semistructured interviews. Participants' responses were analyzed with in vivo and axial coding to search for emerging themes. Key results illustrated participants' struggle to meet the changing needs of students and their families, challenges responding to administrative demands, increased stress levels affecting their overall wellness and satisfaction with teaching, and their need for administrative support and professional development that supports and maintains teachers' personal and professional health. The findings may contribute to positive social change by indicating specific training topics and support EC teachers need to maintain their well-being, encourage healthy teacher-student relationships, and promote positive outcomes for students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]