In this study of the professional image of 21 preschool teachers in a single urban community, participants were first observed in program settings and later interviewed. Study findings are based on interview results. Teachers worked in six different types of programs (representing half day and full day care) and public and private nursery schools. All teachers were female, 19 to 66 years of age; educational level ranged from completion of ninth grade to master's degree level. Subjects were asked to name traits associated with being a "professional" and all but six referred to these four: adequate training, accreditation, work as a vocation, autonomy in decision making. Most teachers defined their occupational group as professional, and almost half the group described themselves as full professionals. Professional self image seemed directly attributable to the amount of education attained. A lack of teacher agreement on the ranking of basic goals in preschool teaching reflected the fundamental disagreement among leaders in the field. Lack of confirmation of the importance of shared values and norms appears to handicap development of a professional image. Findings suggest that development of a professional self image occurs relatively early in the process of professionalization. (NH)