This report introduces conditions for success for states and localities considering introducing or expanding publicly-funded pre-K into FCC settings; while these conditions may not be sufficient for programs to offer high-quality early education, the extensive research base on pre-K programs suggests these types of opportunities and supports for children represent the minimal conditions necessary for high-quality early learning experiences. Our aim in this report was to outline how the extensive research base regarding high-quality pre-K in other settings (e.g., school- and center-based settings) could be tailored to FCC settings, while also incorporating what is already known about quality in FCC settings, particularly in terms of the strengths FCC educators bring to their work. (author abstract)