Teacher education programs in four-year universities have historically been preparing novice teachers unfamiliar to a classroom environment. However, with the latest initiatives related to workforce development in early childhood education, an increasing number of teacher education programs are enrolling more nontraditional students with experience in the early childhood field. This study explores the unique aspects of the professional and identity development of nontraditional early childhood educators enrolled in a Bachelor of Science in Education program in the Midwestern US. Using a qualitative case study method, we interviewed 17 educators on new knowledge and practices they gained in their bachelor's degree program and were implementing in their early childhood settings. Then, we observed and interviewed two of the participants in their early childhood settings to recall more specific activities they learned in their bachelor's degree coursework and implemented in their settings. Findings indicate educators gained new knowledge in teacher practices, family-program relations, and children and families from diverse backgrounds. This new knowledge reframed their teacher identities, providing opportunities to implement classroom practices new to their teaching repertoire to meet students' needs. These findings have implications for teacher education programs enrolling nontraditional early childhood educators.