This study investigated how early childhood special education teacher candidates described their professional identities. Professional identity is how individuals think about and act as members of the profession, and it has the potential to impact instructional practice and decisions to stay in the field. Through a qualitative thematic analysis of semi-structured interviews with 10 participants: components of their professional identities, and the experiences that helped them develop these identities. The three main components of early childhood special education (ECSE) teacher candidate's professional identities were: "teacher as coach," "teacher as partner," and "teacher as learner." Important experiences in their journeys to teaching included being a parent, interactions with individuals with disabilities, and relationships with important teachers in their past. Implications for teacher preparation, recruitment, and retention are addressed. [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.]