Internationally, professionalization has become a key policy strategy targeting quality improvement in early childhood education and care (ECEC), utilizing top-down managerial strategies including implementation of quality standards and increased workforce qualifications. Set against this backdrop, this study explored educators' accounts of their professional status and professionalism in their work. Data were collected from a representative sample of Australian educators (n = 98) participating in a national ECEC workforce study. Educator accounts were inductively and deductively coded, while statistical analysis examined association of codes with educator personal and professional characteristics. Educators overwhelmingly named their work as a profession, with three categories of explanation: purpose (educating children), qualification, and public opinions. However, analysis of educator accounts of their work practices, drawing on Moss's (2006) understandings of the ECEC workforce, found that less than half of the educators presented their roles as other than technical or nurturing/laboring. Degree qualified teachers were more likely than less qualified educators to define professionalization in terms of purpose and professionalism in terms of "autonomous decisions based on expert knowledge." Policy or practice: The study provides grassroots perspectives on professionalization and professionalism in ECEC and draws attention to three areas of misalignment between current policy and educators' views and practices that require attention.