This article presents the main findings of a mixed-method study that explored ECEC teachers' views on the recently enacted STPD for Teacher Professional Development (STPD) in Chile. Relying on a mixed-method design, we gathered data from individual and group interviews and an online survey conducted with 268 ECEC teachers. Drawn from both "a priori" and emergent categories, our findings reveal that participants held four paradoxical views on the new System: salary justice versus monetizing of the profession; professional teaching recognition versus counter-pedagogical identity, rigorous evaluation versus inappropriate evaluation instruments, and palpable individual career advancement versus doubtful field development. These paradoxes show that ECEC teachers have a positive global view of the new STPD, despite their perception of its individualistic and counter-ECEC pedagogical nature, suggesting a claim for their right to professional development and decent working conditions, as well as a criticism of the STPD's neoliberal foundation.