A growing body of evidence confirms that serious and persistent challenging behaviors in early childhood directly relate to later problems in school success, social relationships, educational and vocational success, and social adjustment. Conversely, key social skills associated with learning in group settings include being able to get along with others, follow directions, identify and regulate one's emotions and behavior, think of appropriate solutions to conflict, persist on tasks, engage in social conversation and cooperative play, and correctly interpret other's behavior and emotions. This paper provides answers to the following questions: (1) What are the OSEP (Office of Special Education Programs), IDEA (Individuals with Disabilities Education Act) Part C and B/619 requirements related to social, emotional and behavioral outcomes?; (2) What does the research say about the ability of ECEC personnel to improve children's social, emotional and behavioral outcomes?; (3) Is there an effective model for promoting social, emotional and behavioral outcomes?; and (4) How are effective practices that produce positive outcomes promoted from the state level? (Contains 1 figure and 20 endnotes.)