Learning to be PROactive, as the title of this article suggests, means Pooling one's knowledge, Reflecting respect, and Opening oneself to action. It recognizes early childhood educators' promises to their field of practice, based on widely held beliefs and principles. Educators can apply professional ethics to everyday problem solving and their advocacy actions. Two assumptions prepare teachers to connect their promises to practice: (1) understanding and practicing ethical conduct is a thinking and action-oriented process; and (2) understanding ethics and applying ethics to practice are two separate but complementary functions. The way teachers think about ethical behavior influences their practice; how teachers practice, in turn, influences their thinking about ethical behavior. This cycle is continuous. In this article, the authors present scenarios to help teachers stretch their thinking about their day-to-day situations and come to a useful appreciation that, through their application of principled (and ethical) problem-solving techniques, they can learn to do better what they may already be doing in part--thinking and acting according to their professional code of ethics.