In efforts to better understand program availability, quality, and characteristics related to family choice among universal prekindergarten (preK) programs in Vermont, this study examined the characteristics of approved preK programs overall, public school and private programs separately, and programs in local education agencies with different population sizes and poverty levels. The current study builds on a previous study on the characteristics of children enrolled in universal preK programs in Vermont in 2016/17 and helps Vermont stakeholders consider requirements for approved preK programs. The results can inform stakeholders in Vermont and other states about differences in characteristics across preK programs. In conjunction with the previous study, this study can inform conversations about changes to Vermont’s preK legislation that might increase equity and access in the state. (author abstract)