This study examined the professional and personal transition undergone by eight experienced early childhood (EC) teachers after completing their graduate studies. The data were collected through interviews and online communication. Three main categories arose in the qualitative content analysis of the text: (1) personal process of change; (2) professional development; and (3) awareness of the process of learning. We also found that participants used metaphors to emphasize their personal implicit beliefs. The participants' perceptions of the transition from an intuitive practitioner to a professional novice researcher and from EC teacher to EC educational leader had an enormous impact on their personal development and their changing position in their work environment. The educational establishment perceived their new skills and abilities and offered them new positions.