In New York City, early childhood education has become the topic of conversation when talking about public education due to Mayor Bill De Blasio's Pre-Kindergarten for All initiative which was introduced in September of 2014. New York City has always invested in early childhood education through Head Start, Early Head Start, Child Care and Universal Pre Kindergarten. Today, all of these modalities and funding streams occur under two major contracts: EarlyLearn New York (ELNY), administered by the Administration for Children's Services and Pre-Kindergarten for All, administered by the New York City Department of Education Division of Early Childhood Education (DECE). Moreover, early childhood education is provided through standalone Department of Education early childhood education centers and through contracted community-based organizations. The leaders of community-based organizations are commonly known as program directors. These program directors lead under a multi-accountability system driven by policies and procedures delegated to the program directors as part of their contractual agreements. The purpose of this qualitative study was to investigate the perspectives of New York City's community-based organization early childhood education program directors on maintaining a positive preschool culture under an ever-changing education system. Sixteen active program directors were selected and interviewed for this study. The findings for this current study were obtained by analyzing the data collected based on three research questions which guided this study. The first research question revealed that program directors view autonomy as being able to manage their preschool, supervise their staff, run the day-to-day functions within their preschool buildings and by being in compliance. The findings for the second research question revealed that program directors contribute their ability to maintain a positive preschool culture on being accountable for what takes place in their preschools despite the multi accountability system that governs them. The program directors also posited that providing all of the children with a quality-based early childhood education is part of maintaining a positive preschool culture. The third research question revealed that program directors have been able to evolve and maintain a positive preschool culture under an-ever changing system by being resilient and dedicated to their job and the field of early childhood education. [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.]