State-funded pre-Kindergarten is a growing phenomenon in the United States. The majority of 4-year-olds now spend time every weekday in care outside of their home and many of these children are being served in preschool classrooms funded with state education dollars. The public strongly supports such programs and there is generally bipartisan political support for pre-K education. Because the outlook is good for the future of pre-K, the goal is to everything possible to ensure that new programs are the best they can be for the young children who attend them. To that end, over the past 4 years, the National Center for Early Development & Learning's (NCEDL) work has been devoted to research on public pre-K classrooms, teachers, and children. This issue of "Early Developments" is devoted entirely to the findings of this research. Articles in this issue include: (1) Pre-K Education in the States; (2) Who Goes to Pre-K & How Are They Doing?; (3) Who Are the Pre-K Teachers? What Are Pre-K Classrooms Like?; and (4) How Is the Pre-K Day Spent? A listing of NCEDL publications concludes the issue. (Contains 8 color enhanced pie charts.) ["Early Developments" is published three times a year by the FPG Child Development Institute at The University of North Carolina at Chapel Hill.]