The inclusion of family child care (FCC) homes in public preschool programs in a way that supports quality learning environments requires that homes be adequately funded. Our previous report, Conditions for Success, outlines policies that could support the successful inclusion of FCC educators in state-funded pre-K systems. This follow-up investigates the implications of those nine research-based policies in terms of how much (based on cost) and how FCC educators should be funded. We include direct programmatic and administrative costs in our analysis. To support this investigation, we reviewed the literature (see Appendix A. Review of Previous Cost Studies); interviewed state and city leaders, intermediary organizations, and FCC educators; and held listening groups with researchers studying the costs of FCC and pre-K programs (see Appendix B: Expert FCC & Pre-K Cost Conversations). (author abstract)