The Missouri State Board of Education has adopted a set of minimum design and staffing standards for the operation of preschool programs by public school districts intended to be a first step toward creating universal preschool as a formalized grade level. This change to traditional educational programming will force elementary principals to increase their awareness of early childhood care and education in order to effectively assume the supervision of such programs.

The purpose of this research was to: (1) identify the extent to which early childhood care and education stakeholders in Missouri school district preschool programs know of program quality and leadership standards; (2) identify the extent to which early childhood care and education stakeholders in Missouri school district preschool programs use program quality and leadership standards in their daily work; (3) identify the extent to which the relative knowledge and use of program quality and leadership standards varies by job position of respondent; and (4) identify the program quality and leadership standards where development of a professional learning plan is warranted.

The study conducted was non-experimental research designed to contribute knowledge to the educational discipline and operation of early childhood care and education programming in the state of Missouri. The target population consisted of elementary principals, preschool directors, and lead preschool teachers from public school districts of Missouri.

Ultimately, public school districts across Missouri will face the challenge of designing and implementing quality early childhood care and education programming. Consequently, elementary principals must become aware of, and actively work to advance, quality early childhood care and education programming in order to effectively meet this demand. The results of this research should assist public school district administrators with that task by identifying the current status of early childhood care and education programming in the state of Missouri, providing insight into the knowledge and practice of the personnel associated with that programming, and giving direction for future study in regard to their professional development. At a minimum, focused and lengthy dialogue is needed to ensure formation of a shared vision for early childhood care and education emerges.