Infant-toddler teachers are often the first people outside of families to interact with infants on a daily basis. Through these interactions teachers can promote infant mental health, prevent problems, screen and identify infants experiencing difficulties, make referrals, and work as members of interdisciplinary intervention teams. However, research suggests that many teachers feel they do not have the knowledge and skills to address young children's mental health needs. To address this gap, early childhood teacher professional preparation programs should infuse infant mental health terminology and content into course work, as well as create career pathways for infant-toddler teachers that lead to higher levels of education.