Educated in human development and clinical psychology at the University of Chicago, I taught psychology and human development in schools of education throughout my 43-year academic career (1968–2011). My research goal was to understand the underpinnings of academic achievement among lower income and African American children. I was formally introduced to the early childhood education field when I joined Northwestern University’s faculty in 1977. I joined without a clear academic and professional identity. I left in 1997 as a competent professional in the vibrant field of early childhood development, education, and policy-making. This reflective essay identifies and analyzes significant sources of support during this career period as I assumed a reasonably commanding presence as a “pioneering” African American woman in psychology and full professor in a Research I academic institution. The formation of my professional identity was a process, and I am grateful to Northwestern for the opportunity.