Through the Study of Early Education in Louisiana, a longstanding Research Policy Partnership, we invited leaders of every state-approved ECAC program to complete a survey aimed at identifying the obstacles teachers face en route to earning an ECAC and strategies that could support them in completing the process. This is the first of three reports about teachers’ experiences pursuing the ECAC. More broadly, these results speak to how best to support child care teachers in attaining additional education and training. (author abstract)