Prekindergarten (Pre-K) programs are provided in a variety of different physical locations, including elementary school buildings, Head Start centers, and private child care centers. A recent national survey found that 50 percent of elementary schools have a Pre-K program located in them (Fuller et al., 2018). The purpose of this study is twofold. First, it explores how educators view differences between Pre-K location types. Second, it explores how different Pre-K location types may relate to features of Pre-K through third grade (P-3) alignment—specifically, examining the theory that locating Pre-K programs in elementary schools facilitates features of P-3 alignment. Educators reported significant differences between school- and center-based Pre-K locations, particularly regarding P-3 alignment. I find that locating Pre-K programs in elementary schools, alone, is insufficient to promote features of P-3 alignment; rather, it sets the conditions for local elementary schools to do so. I outline the implications of these findings for policy, practice, and future research. (author abstract)