The goal of the study was to examine the factors that drove early childhood teachers to accept a leadership role in professional learning communities (PLCs), their perceptions of the role's characteristics and the implications of taking on an additional role beyond the teaching of kindergarten-age children. This qualitative study included 30 Israeli early-childhood teachers who were actively leading a PLC. Analysis of the data revealed that their PLC-related objectives were driven by internal and external motivations. The findings also indicate their sense of having to manage a dual role: the traditional role of early childhood educators and that of PLC leaders.