Based on an in-depth, qualitative study of Head Start teachers’ work in the United States, this study examines the distinctive nature and complexity of early childhood teachers’ work from multi-faceted temporal perspectives. This study accounts for the daily struggles and the significant effort required of preschool teachers to negotiate their work in the current regulatory policy environment. Findings highlight the multiple relational demands currently made on teachers to perform caring work in the context of team teaching/working. In the process, this study challenges the current undue emphasis on teachers’ personal (ir)responsibility to manage their time, while making visible how daily teacher practices come into conflict with the dominant clock time assumptions. I suggest that more research is necessary to address teachers’ gendered and embodied temporal experiences, which are inseparable from power relations, in order to advance our knowledge and understanding of teachers’ work experiences and advocate for their well-being.