This program evaluation focused on one year of Bridges to Tomorrow, a multi-year initiative designed by Metro United Way to better prepare at-risk children for academic success upon entering kindergarten. Bridges to Tomorrow provided three child care centers operating in at-risk neighborhoods with interventions that included a structured curriculum, professional mentors, annual evaluations of quality in every classroom, and a structured process with incentives for teachers to improve their skills. All six preschool classrooms in this study improved their overall scores from "minimal" range at pretest to "good" range at posttest, a substantial improvement for all classrooms. As a group, these preschool classrooms significantly improved their Total score and five of the six subscales. At pretest, six of the 11 infant and toddler classrooms were in the "minimal" range while five were in the "good" range. At posttest, only one classroom remained in the "minimal" range; 10 had achieved "good" range, a substantial improvement for four classrooms. As a group, these classrooms significantly improved their Total score and three of the seven subscales. Additionally, 11 teachers took part in focus groups. Teachers discussed a number of positive changes, provided input on the most helpful interventions, shared some ideas for improving the program, and two teachers from one center examined barriers to utilizing the program. These results were closely examined for explanations regarding why some quality scores did not improve. Recommendations were also provided both specific to the Bridges to Tomorrow program and future research regarding quality of child care. [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.]