The partnership between a Registered Teacher and an Early Childhood Educator can be mutually rewarding for both parties when each feel valued professionally for their contribution to the Full Day Kindergarten Program (FDKP). Ontario’s Provincial early years lead, Charles Pascal, envisioned a collaboration between two equally invested educators to create a rich learning environment that promotes all areas of child development (The Kindergarten Program (2016) Ontario, p. 10). Research indicates that there have been various issues and negative emotions felt by team members over the past 10 years. When educators feel empowered and uplifted, they come to the classroom each day feeling excited, and eager to work together with one goal in mind, to create a rich learning environment for the students they teach. These feelings play an integral part in how each team member feels at work and views their role in the classroom daily. Negative emotions, such as stress, sadness, frustration, and anxiety, can be felt by both educators; this can stem from various issues such as academic credentials, the responsibility of each member, the language used, and how each is viewed and treated by their colleagues and the public. These feelings can be a determining factor regarding the overall success of the team regarding the planning and facilitating of an inquiry- and play-based program, a program that is responsive and caters to the individual needs of each child. Moreover, the perspectives of the administration, consultants, school staff, and the parents influence the team and their ability to uphold best practice and the vision for the program. This chapter aims to contribute to the conversation surrounding moral perspective and prompt readers to question, why does society undervalue professions that aim to guide and nurture both academic and developmental skills and abilities of children? Furthermore, this chapter aims to recognize the role of both the Registered Teacher and Early Childhood Educator in the FDK classroom, and explore experiences shared by both educators within the school setting. It determines what key practices must be in place to empower and strengthen each individual member and the partnership between the FDK team. The key strategies uncovered are effective ways to support the team and to promote antidiscriminatory practice at classroom, school, and board level.