Early childhood educators (ECEs) greatly influence young children's physical activity and sedentary behaviors in childcare and psychosocial factors have been found to influence their teaching practices in this environment. This study sought to determine which personal and professional characteristics predicted ECEs' self-efficacy, behavioral intention, and perceived behavioral control (PBC) to promote active childcare settings. ECEs (n = 390) completed an online survey to collect demographic information (10 items) and ratings of their self-efficacy (30 items), behavioral intention (28 items), and PBC (28 items); composite scores were calculated. Latent profile analysis was conducted to identify subgroups of participants based on self-efficacy, behavioral intention, and PBC. Univariate differences in independent variables among profiles were explored and multinomial logistic regression was used to determine multivariate predictors of profile membership. Being female, employed in center-based childcare, not having a bachelor's degree, having completed an outdoor play professional development course, and achieving the adult physical activity guideline were associated with being in profiles with the highest ratings across all psychosocial variables. These findings provide important insight into which factors might be targeted to help support ECEs' confidence, intentions, and PBC to promote healthy active childcare environments, particularly in pre-service ECE curriculum content and/or professional development offerings.