Over the past thirty years, American education has moved toward a system of increased accountability. High-stakes accountability is characterized by the reliance of high-stakes testing, or assessments that lead to significant decisions for the child, teacher, or school. Several negative effects of high-stakes accountability have arisen, including effects on the content and instructional practices. While the current educational system has pressured many early childhood educators to use more didactic, traditional practices, some teachers have continued to use instructional practices that align with their constructivist philosophy, or constructivist approaches. This hermeneutic phenomenological study examined the experiences of seven early childhood educators who use constructivist approaches during the era of high-stakes accountability. The study was based on the conceptual framework of Piagetian constructivism: Learners construct knowledge through interactions with their environment, both the physical environment and individual’s social interactions with others. Data was collected in the form of individual interviews, observations, a group interview, document review, and field notes. Data analysis included looking for patterns and themes within cases and between the cases. Three major themes emerged from analysis: 1) trust, 2) academic pushdown, and 3) teacher resistance. Implications for practice include conversations between teachers and administrators to build shared understanding and trust, professional development on how to advocate, and increased mentoring to provide in-service teachers with networks of support.