This work is the result of research aimed at understanding the meanings given by nursery schoolteachers to self-care, through a training process. The methodology adopted, from a multireferential perspective, is a qualitative approach and consisted of a “Heideggerian” phenomenological-hermeneutical research-training. We present life stories where participants reported their experiences of self-care as a way to build their educational "being", and their life plans. These accounts indicate a preponderance of caring for others over self-care, resulting in lower quality availability, and calling for innovative practices in education.