This qualitative multi-case study delved into the perceptions of five immigrant and refugee high school students enrolled in an early childhood pathway program in a Midwest high school in the USA. The primary objectives were to explore how these aspiring teachers' Funds of Identity (FOI) influenced their perceptions of teaching in the USA, understand their motivations for choosing a teaching career, and uncover their perspectives on the roles of early childhood teachers. Data collection involved participant-created artifacts, in-depth semi-structured interviews, and focus group discussions conducted over several months. The study found that participants' perceptions of teaching in the USA were profoundly shaped by their FOI. Their previous informal caregiving roles and a strong desire to positively impact early childhood education motivated them to pursue teaching careers. Their social and family backgrounds reinforced the view of teaching as a moral duty aligned with principles of ensuring educational access for all children. Additionally, they thrived in structured educational settings as both learners and aspiring educators. However, language and cultural challenges emerged as complex issues within teacher education programs and the teaching field. As English language learners with diverse cultural backgrounds, participants recognized these challenges, including potential difficulties in navigating college life and concerns about financial stability related to higher education. Yet, they recognized their diverse language and cultural backgrounds as strengths that could positively impact others. They all believed they possessed the ability to make a significant difference in the lives of children and society, which drove them to pursue their dreams in the teaching field. [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.]