American children need access to high-quality early education. One limiting factor is the lack of professional development for the childcare workforce. This study examined the impact of a professional development model designed for teachers working with preschool children in childcare settings. Intervention included an evidence-based early learning curriculum focused on social-emotional learning and early literacy. Center directors were trained to serve as program coaches. Childcare centers with classrooms serving preschool children were recruited from ten counties in [state blinded for review] characterized by concentrated population-level poverty and randomized to intervention and control groups. Teachers and directors showed high levels of intervention engagement and good program implementation. Pre- to post-test comparisons of the intervention and control groups revealed that the intervention promoted responsive teaching practices, emotion coaching, enriched language use, and improved instructional quality. Implications for practice and policy are discussed. (author abstract)