Effective strategies for developing early childhood centers in public schools are discussed in this paper, which draws from a research-based literature search and intensive case studies of six Northwest sites. The sites represent a range of rural, suburban, and urban programs; large and small schools; and a variety of program features. The sites are the: (1) Centennial Early Childhood Center, Portland, Oregon; (2) Mary Harrison Primary School, Toledo, Oregon; (3) Nome Elementary School, Nome, Alaska; (4) Ponderosa Elementary School, Billings, Montana; (5) South Colby Elementary School, Port Orchard, Washington; and (6) Tendoy Elementary School, Pocatello, Idaho. The paper begins by identifying themes, issues, and strategies involved in restructuring public schools around early childhood concerns. Among the themes are these: curriculum as a continuum of knowledge and thinking processes; curriculum content as resulting from a dynamic process that involves input from children, families, and community; children as active learners who make decisions about their learning activities; developmentally appropriate practice as a critical underpinning for program design and implementation; and high expectations for all learners in the diverse classroom. Issues are categorized in terms of school readiness, organizational or resource features, personnel, classrooms, family, communities, transition, comprehensive care, quality control, and administrative concerns. Strategies relating to each issue are described. Contains 38 references. (LB)