In the heart of every early childhood professional lies the deep desire to reach, touch and inspire all children in the classroom so that they may bloom and grow to their maximum heights. Children who feel shy, perhaps because of the quiet cocoon they may live in, often get overlooked and may thus not reach the promise of their potential. Educators may not only have disregarded these children, but also the whole issue this implies for the actualization of human capability. This article presents a focused and respectful understanding of and strategies for teachers to help the child who feels shy move forward toward emotional liberty and security.