The results of the Tennessee study and the recent Brookings consensus statement present a moment for the field to reflect collectively on the preschool evidence base writ large and on what should come next. In this brief commentary, I review the broader preschool literature and offer seven specific takeaways regarding what we know about public preschool programs and about how to improve them. I argue that making progress requires a pivot in the field to specifically how to create new high-quality programs and improve existing ones. I offer specific directions for policy, practice, and research aimed at guiding this pivot. (author abstract)