Peak experiences, as conceptualized by Maslow, may occur across various domains of life; however, their occurrence and significance within educational contexts remain relatively underexplored. This study investigates the prevalence and nature of extraordinary experiences in early childhood education and examines their potential relationship to self-actualization. A total of 184 early childhood education teachers participated in the study, which employed both surveys and interviews. The survey findings indicated that 59.6% of participants reported having peak experiences in their professional educational practice. These experiences were not significantly associated with participants' age, years of professional experience, or level of religiosity. However, statistically significant correlations were found between the occurrence of peak experiences and whether respondents had children and identified as spiritually oriented. A qualitative analysis, conducted using Interpretative Thematic Analysis (ITA) of open-ended written responses, revealed five primary categories of extraordinary experiences: experiences of exceptional performance, breakthrough moments, extended periods of positivity, encounters with otherness, and deepening interpersonal relationships. These categories were found to correspond to distinct dimensions of self-actualization: comparative, performance-based, developmental, social, and spiritual. Further insights were gained through analysis of interview data, which enriched the interpretation of these categories. The findings are discussed in relation to Maslow’s theory of self-actualization and aligned psychological frameworks. The study highlights the potential value of recognizing and fostering extraordinary experiences within educational settings as a means of supporting personal and professional growth among educators.

Keywords: Early education, peak experience, self-actualisation.