Every day, millions of three- and four-year-old children attend early education programs. The range of early childhood education program models includes, among others, state-funded pre-k, Head Start, and child care programs. Children attend these programs in public schools, private schools, colleges, businesses, community-based centers, and homes. Yet, in early education programs of all kinds, limited resources, uneven quality, limited operating hours, and restrictive eligibility often make it difficult for families to access the opportunities they seek for their children. To promote access to high-quality early education programs, state and local policymakers have developed innovative partnerships that benefit from the best each program model has to offer. These partnerships integrate multiple program models and funding sources to improve quality by hiring teachers with bachelor's degrees and by offering comprehensive health and family-support services. They also open classrooms to children from a range of income groups and expand the program day for children who need full-day, full-year care. "Better Outcomes for All: Promoting Partnerships between Head Start and State Pre-K" examines a narrow slice of these partnerships: those that include state-funded pre-k and federally funded Head Start programs. It focuses on two of the several models of early childhood education, acknowledging that these programs are just one piece of a fully integrated system of early care and education for children from birth until kindergarten entry. This paper draws on the Center for Law and Social Policy's (CLASP) research examining state pre-k programs offered in community-based settings as well as Pre-K Now's ongoing work with state pre-k programs. It probes more deeply into five states--Georgia, Illinois, New Jersey, Oregon, and Wisconsin--to look explicitly at how Head Start and state-funded pre-k can work together. From rural Montello, Wisconsin, to the urban neighborhoods of Newark, New Jersey, Head Start and state pre-k programs are actively working toward coordinated delivery of pre-k services. As a result, more children are enrolled, more full-day, full-year options are available, and many policymakers report that the quality of collaborating programs is improving across settings. None of the state or local players interviewed for this report said that achieving these outcomes was easy, but they all said it was possible under current law and well worth the effort. Appended are: (1) Head Start Overview; (2) State Pre-K Overview; and (3) State Pre-K Programs At-a-Glance. Appendices contain footnotes. (Contains 12 endnotes.)