Annually, approximately 27% of early childhood care and education professionals turnover, or leave their positions or the field, which may negatively impact quality in two ways. First, continuity is disrupted when teachers leave, severing important relationship bonds among teachers, children, and families. Second, professionals who are considering leaving may be unhappy and distracted, which may impact their capacity to care mindfully and appropriately for young children. This quantitative study examined the relationship of Early Childhood Professional Well-being (ECPW) to “risk of turnover” (perceived job dissatisfaction and consideration of leaving one’s position and/or the field) using the Early Childhood Professional Well-being Questionnaire (ECPW-Q) with a sample of 281 caregivers/teachers and administrators of child-care programs. Three factors of well-being were identified through factor analysis: Supportive Structures – environment and climate; Collegial Relationships – between/among adults; and Professional Beliefs & Values – autonomy, choices, participation in decision-making. Regression results show average ECPW predictive of risk of turnover, with Path Analysis showing specific relationships among variables. Implications for further analyses are considered along with practices and policies that decrease the risk of turnover and increase well-being to support professionals’ capacity to care optimally and appropriately in their work with young children and families. (author abstract)