Teachers College, Columbia University will document and analyze instructional staff perspectives regarding professional development opportunities within medium- to high-quality Head Start programs. The sample will include education coordinators, teachers, and teacher assistants from three Head Start delegate agencies. The study will seek to answer the following research questions: (a) What types of professional development do the Head Start instructional staff members in medium- to high-quality Head Start programs receive? (b) How do instructional staff members perceive the effect of their professional development experiences in their practice? and, (c) What strategies do instructional staff members perceive can be employed to improve the quality and impact of professional development? The study will utilize grantee and delegate agency documents and records, education coordinator interviews, instructional staff member surveys, and teacher and teacher assistant focus groups. Through qualitative data analysis, findings will be used for policy analysis and to inform early childhood education professional development practices and services provided to the participating Head Start community.