This case study of New Mexico documents recent advancements in early educator compensation and explores key elements of progress as well as considerations for other states. It is informed by extensive background research using publicly available documentation and data as well as interviews with key stakeholders. During July-August 2023, the research team conducted interviews with four individuals representing the state’s Early Childhood Education and Care Department (ECECD) and prominent advocacy organizations. We also spoke with five members of the ECE workforce, primarily Latina and Native/Indigenous early educators, representing home-based family child care providers and center-based directors, teachers, and assistant teachers working in child care, pre-K, or Head Start classrooms. The interviews with these early educators are intended to provide an illustration of educator perspectives, with an emphasis on uplifting perspectives of educators of color, but are not intended to represent the population of early educators in the state. (author abstract)