The national study of more than 4400 stakeholders in ECE indicates a strong demand for addressing compensation and equity issues in the field as first steps toward a national lead teacher certification (NLTC) that increased pay for educators. Compensation. When stakeholders were asked to identify the most significant challenges to implementing an NLTC, they consistently highlighted three dimensions: cost, time commitment, and staff coverage. Some interviewees believed that addressing compensation concerns for all early childhood educators was necessary not only to facilitate the conditions for an eventual NLTC, but also to tackle existing inequities within the field. The low perceived value of a certification without accompanying assurances of increased compensation and other benefits was also raised. On average, over half (56%) of surveyed stakeholders reported that resultant increased pay would need to be a feature for the system to be feasible. Equity. During interviews, nearly all participants expressed concerns related to equity, particularly regarding equitable access, support and outcomes associated with an NLTC. Stakeholders raised questions about the potential effects of an NLTC in a field characterized by systemic racism and existing structural barriers. Concerns were voiced that the certification may primarily benefit white, advantaged teachers, exacerbating existing stratification within the ECE workforce and pushing out teachers of color. (author abstract)