This research investigated the professional identity of Early Childhood Caretakers (ECC) in an Israeli Ministry of Education professional training program provided by academic teaching colleges. This innovative program aimed to increase professional knowledge for ECC staff with no professional training. Improving their theoretical knowledge was expected to increase caretakers' teaching self-efficacy and confidence, improve the quality of interpersonal interactions with their pupils to positively affect pupils' development. Results indicated that participants had a strong professional identity due to their practical experience. The training program should continue to contribute to caretakers self-confidence, increasing professional self-efficacy based on professional knowledge.