This study captures early educators’ perspectives about their work environments in nearly all centers in Marin County, California, including those participating and not participating in a quality improvement initiative. It also examines how these environments impact teaching staff practice and well-being. In order to teach to the best of their ability, educators require work environments that support their ongoing learning, emphasize time without child responsibilities for professional activities, and offer dependable benefits that ensure their well-being. Prioritizing workforce supports will lead to substantive progress towards a system that is equitable, efficient, and effective for children, their families, and educators alike. (author abstract)