This narrative inquiry seeks to sponsor the preschool teacher's voice by asking eleven successful career teachers to share their stories of preschool teaching. The present research, with its recurring leit motif of coming to voice, plumbs the depths and nuances of pre-K teachers' efforts to combat decontextualization and objectification of their young students and suggests the richest cultural resources for accessing professional identity and agency in caring communities, collegial networking, and collaborative analysis of student work samples. Written as fictional presentation of research, this novel juxtaposes lived stories, poetry, and literature review in order to invite identification with the participants and to engage the reader in meaning-making. The protagonists/participants describe joys and challenges of teaching four-year-olds in public school settings and reveal their reasons for remaining in the career despite hardships. Recommendations for practice include endorsement of the project approach and intentional social training for community and relationship building in pre-K classes, redefining preschool curriculum to comprise development of emotional intelligence, supporting families in crisis with a more proactive approach to counseling, and transformation of before-and-after school programs into a community center with a loving, trained staff and engaging activities.