Recent emphasis upon Early Childhood as an educational priority for the Australian Government has resulted in increases in funding, government initiatives, course providers and the introduction of new policies to the sector in order to improve the quality of early childhood education. The study reported here investigated the “reality” of what it means to be an Early Childhood Teacher within this changing context and identified the roles and responsibilities and the associated challenges. A case study involving observation and interviews with five Bachelor qualified Teachers from varied early childhood settings was undertaken in order to gain knowledge about their experiences and perspectives on their work. The data were analyzed using a grounded theory approach involving the identification of key themes and issues about the nature of teachers’ work. The findings revealed that in their everyday practice teachers played a complex array of roles that required them to contribute far more than just their teaching skills and knowledge. They were expected to concurrently enact the roles of educator, leader, advocate, communicator, counsellor and administrator whilst juggling everyday challenges including a “lack of time”, the need for “further support and more resources” and “building successful partnerships with parents”.