Using data from a large statewide survey of families with young children (ages 3-5) in Virginia, this brief describes families’ preferences for virtual or in-person ECE options and examines whether these preferences aligned with the settings children actually experienced. Given the disparate impacts of the pandemic on families with lower incomes and Black and Hispanic families, we explore patterns by families’ income levels and race/ethnicity, highlighting large differences both in preferences, and in the likelihood of accessing preferred options. (author abstract)