Thousands of Louisiana’s early educators have attained the ECAC since it was introduced, but little is known about whether teachers who hold an ECAC differ on key characteristics and outcomes related to professionalization. This brief – produced as part of a longstanding research-practice partnership between LDOE and the Study of Early Education in Louisiana (SEELA) at the University of Virginia (UVA) – provides the first look at characteristics and outcomes of teachers who earned or are working towards their ECAC. We use survey and administrative data to compare this group to teachers who hold a post-secondary degree and teachers who have neither an ECAC nor a qualifying degree on outcomes related to the quality of teacher-child interactions, teacher wellbeing, and teacher retention. (author abstract)