This third report from the Listening to Teachers study’s second year focuses on a subsample of early childhood program leaders (n=113) in NYC. Among the key findings in this report: Support from supervisors lowered the odds of survey participants reporting potential burnout; However, the odds of program leaders reporting potential burnout were 1.7 times higher than for other respondents; The odds of Black, Indigenous, and other People of Color (BIPOC) respondents being in leadership roles were significantly less than their white colleagues; While this study's self-selected sample makes these findings ungeneralizable, they do raise the critically important question, What is being done to support directors, in particular BIPOC leaders? How this question is addressed has implications on documented racial bias in ECE hiring practices, which may further relate to the emerging literature showing the importance of racial, cultural, and linguistic mirrors in the classroom for Black and Latine children. (author abstract)