Research shows that high quality early care and education (ECE) can have positive impacts on young children’s learning, especially for dual language learners and children affected by poverty. Curricula and professional development programs that strengthen teaching practices are key to creating and maintaining high quality ECE. Yet there is limited evidence on how best to implement those strategies in a way that considers the backgrounds of children in pre-K settings and may further strengthen ECE instruction. An MDRC research team recently led a project to learn more about how ECE curricula and professional development might be better aligned with the diverse demographics of children in pre-K.