The formative evaluation study describes the parallel development and implementation of two learning formats for a professional development curriculum focused on supporting partnerships with families. Face-to-face and e-learning delivery formats were developed based upon a theoretically informed framework and used state professional development standards. Upon completion of these curriculum formats, this study examined if using e-learning vs. face-to-face instructional delivery formats to provide a professional development curriculum had similar educational outcomes. Early childhood educators currently teaching 3-5 year old children were recruited to participate in the study. The participants (n=26) were randomly assigned to either the face-to-face group (n=12) or the e-learning group (n=14). Both groups received the same curriculum on Supporting Partnerships with Families. All participants completed an online pretest, posttest, and general course evaluation. Additionally, participants from both groups attended a structured group interview after completing the curriculum. The data from the study was evaluated for between group differences and for satisfaction with the course curriculum. Both groups had significant improvements in knowledge related to the curriculum objectives. There were few significant differences between groups for the areas measured. The structured interview groups gave positive feedback overall regarding the curriculum. In conclusion, the formative research study indicated that an effective curriculum can be designed that is theory-based and addresses state competencies through either e-learning or face-to-face groups. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]