Personal factors that might contribute to beginning special education teachers needing additional support or leaving their positions are dissatisfaction, frustration, and discouragement emanating from role-related problems such as work overload (Billingsley, 2004; Jones & Youngs, 2012). Role-related stressors can be buffered and commitment to remain in teaching can be increased when special education teachers experience a positive school climate (Correa & Wagner, 2011; Leko & Smith, 2010) and quality relationships with and support from colleagues and administrators (Berry, 2012; Correa & Wagner, 2011; Jones, Youngs, & Frank, 2013). Hope, efficacy, resilience, and optimism are positive emotional attributes that appear to enable an individual to thrive professionally (Paterson, Luthans, & Jeung, 2014). Together, these personal capacities form the construct Psychological Capital (PsyCap). As described by Luthans, Youssef, and Avolio (2007), PsyCap is a positive "state-like" trait that can be developed. Collectively, the developable PsyCap capacities of hope, efficacy, resilience, and optimism are referred to as H.E.R.O. (Luthans, Youssef, & Avolio, 2007). Based on research and focused on capacity building, Luthans, Youssef, and Avolio's (2007) PsyCap model, which is described in this article, provides a framework that is a natural fit for advancing an early intervention (EI)/EI/ECSE professional's self-knowledge and growing the personal capacities of H.E.R.O. The article vignettes provide practice-based illustrations of how these capacities play out in the lives of two early career EI/ECSE professionals, Melinda and Natika, as they negotiate their first years of teaching. The activities outlined in Boxes 1-4 can be applied with aspiring EI/ECSE professionals at the preservice level or with practicing EI/ECSE personnel during professional learning opportunities.