The notion of "professional" is built on a concept of traditionally male professions and patriarchal social orders. ECEC (early childhood education and care), however, is a female-dominated field characterised by its unique caring practice. This study investigated how a group of Australian early childhood preservice teachers presented themselves professionally on social media, in relation to respective infant (0-2) and kindergarten (3-5) practica. Data were drawn from focus group discussions about how the participants shared their practicum experiences on Instagram. The paper is guided by Foucault's concepts of self writing. Findings are organised around four themes of self-writing processes: collecting, selecting, annotating, and managing time and tasks. Two narratives are revealed. In the context of the kindergarten placement, the posts constituted a journey of continuous improvement against all odds. In contrast, the infant placement experiences evoked a sense of struggle and renunciation. The paper concludes with implications for further study beyond the Australian context.