In the US state of Georgia, teachers licensed to teach children from birth through Kindergarten (B-K, ages 0-5) or pre-Kindergarten (pre-K) to Grade 5 (p-5, ages 4-10) can teach pre-K and K in the public school system. Concerns have been raised about the unequal job opportunities for B-K candidates in the public school system because of the conflicting nature of certification for grade ranges and the preparedness of p-5 candidates to teach pre-K. The perceptions of these candidates about the value of B-K certification and their preparedness and willingness to teach pre-K and K were studied. Of 149 teacher candidates, 32 B-K and 117 p-5 candidates responded to the survey. Using chi-square analysis, statistically significant differences between the two groups were observed in every variable studied, except the candidates' willingness to teach K. Preliminary qualitative results showed that the B-K candidates' motivation to teach pre-K was more child-oriented than that of the p-5s. Significance of the findings is discussed in terms of the importance of child-centered reasons for teaching along with the teacher efficacy theory, which maintains that teachers' motivational structure can be built upon their preparedness for teaching and value expectancy of behaviors.