The Head Start program has a history of using research to guide its efforts. In this way, Head Start practitioners, policy makers, and researchers comprise a "learning community." The release of the first-year results of the Head Start Impact Study provides an important opportunity for reflection by the learning community, and for identification of strategies to further strengthen the program. This article begins by illustrating how Head Start has responded to previous research. It then underscores some key features of the Head Start Impact Study that set it apart from other important evaluation studies. Within this framework, the article goes on to identify a set of key issues that the first-year results of the Head Start Impact Study pose for the learning community to consider in charting the future course of the program as well as to others focusing on strengthening young children's school readiness. (author abstract)