This paper presents findings from an exploratory study to define associations between social-emotional teaching practices and teacher characteristics through a person-centered approach. The sample consisted of 97 teachers working in center-based early childhood education settings with young children ages 2-5 in the U.S. Pacific Northwest. We analyzed teachers' observed classroom social-emotional teaching practices and self-reported Professional Development (PD) experiences, job attitudes (e.g., job-related stress, satisfaction, and commitment), and disciplinary efficacy to identify profile membership of teachers. A latent profile analysis revealed 4 profiles: (a) higher practice quality, higher PD experience, higher job attitudes, and higher disciplinary efficacy; (b) higher practice quality, mixed PD experience, lower job attitudes, and lower disciplinary efficacy; (c) lower practice quality, mixed PD experience, higher job attitudes, and higher disciplinary efficacy; and (d) lower practice quality, mixed PD experience, mixed job attitudes, and lower disciplinary efficacy. The results suggest that a tailored and tiered professional development approach is needed that considers the complex connections between teachers' practices, beliefs, and job attitudes. [This paper was published in "Early Education and Development" (EJ1323884).]