One of the strongest predictors of quality programming for young children is teacher preparation. This report presents two studies: the first examining state early childhood teacher education requirements; and the second examining state curriculum guidelines for early childhood education. Section 1 of the report details the method and findings of Study 1, for which data were collected from 50 states and the District of Columbia regarding their early childhood teacher education licensure. Twelve licensure patterns are identified, based on the age ranges of the children that a teacher candidate is prepared to teach. States' regulatory specifications are examined by content area, outcomes, competencies, performance standards, and program standards. Issues and policy implications are also discussed. Section 1 concludes by asserting that although a few states have a well-defined knowledge base, performance expectations, and performance assessment for early childhood teachers, one-fifth of states do not have early childhood teacher education requirements that extend to children younger than 5 years. Seven appendices include descriptions of initiatives of the National Council for Accreditation of Teacher Education. Section 2 of the report gives an overview of state guidelines for the development and delivery of early childhood curricula. Presented in question-answer format, section 2 provides state-by-state information on how guidelines are written and organized, age/grade level requirements, application of guidelines to children in special education and gifted programs, inclusion of various subject areas, theoretical orientation for guideline development, links to developmentally appropriate practice, references to integrated curriculum, and inclusion of assessment information. Issues and policy implications are discussed. Two appendices include state guideline titles. (KB)