This study explores readiness for change (RFC) in infant and early childhood education through the perspectives of Infant and Early Childhood Mental Health (IECMH) consultants and social-emotional (SEL) coaches. Specifically, this research examines how these professionals perceive educators' RFC, identify barriers and facilitators to engagement, and implement strategies to tailor intervention efforts based on educators' individual levels of readiness. Semi-structured qualitative interviews were conducted with 13 IECMH consultants and SEL coaches in the southeastern United States, with demographic data indicating a predominantly female sample, diverse in racial backgrounds and professional experience. Thematic analysis identified key themes including the importance of individualized approaches, supportive relationships, and the influence of both structural and internal barriers on educators' RFC. Findings underscore the need for validated measures of RFC and suggest that enhancing RFC may strengthen the impact of IECMHC and practice-based coaching interventions. These insights contribute to a deeper understanding of the complexities involved in fostering RFC and offer practical implications for practitioners, researchers, and policymakers.