Uncertified teachers are the foundation of early childhood systems across the nation. As states and districts move into professionalizing early childhood education, experienced but uncertified teachers are facing the need to enroll in teacher preparation programs to receive certification and retain their jobs. This article investigates the effects of teaching mandates and compensation policies in New York City (NYC) in the light of its universal prekindergarten (UPK) expansion. Over 50% of nonpublic school UPK teachers in NYC are uncertified teachers. While certification is a requirement to teach in NYC's UPK, due to the lack of certified teachers willing to teach in nonpublic settings, uncertified teachers often act as lead teachers while they complete their certification requirements. This article focused on understanding how uncertified teachers perceive their role in the larger school community, and how certification, compensation, and work condition policies support (or hinder) their licensing and course-of-study completion. Using Bronfenbrenner's (1979) ecological systems theory and Schneider and Ingram's (1997) social construction and policy design theory, a qualitative case study approach was the primary form of analysis. Document discourse analysis, focus groups, and interviews (n = 20) were utilized. This study found that early childhood uncertified teachers are hungry for structural changes that acknowledge their role in the community by supporting the completion of their degrees. Findings support research literature signaling equity challenges of scaling up UPK implementations. Implications are discussed and policy recommendations are provided.