Guided by social capital and diffusion of innovation theories and K-12 social network research, we describe instrumental advice network ties among diverse staff (n = 374) in a representative sample of early childhood education (ECE) programs (n = 43) in one large urban school district. We investigate across-time links between advice network ties and teachers’ job satisfaction, orientation to innovation, and efficacy beliefs. Results indicate that administrators are the most sought source of advice; lead teachers are advice sources for more colleagues than are assistant teachers; and, specialized staff are advice sources in content areas aligned with their role. (author abstract)