Over 10 years, five state colleges and universities in a Midwestern state offered blended early childhood education training programs. A total of 242 teachers with unified ECE teaching endorsements in this state completed an online survey exploring their preparedness for work in inclusive settings with children birth to grade 3. Results describe teachers' current employment setting as well as ratings of effectiveness for instructional strategies used in college courses and various field experiences, and their feelings of preparedness. Overall, teachers valued their college coursework and field experiences and felt most prepared for Pre-K populations. Teachers reported limited or ineffective field experiences with infants and toddlers, and families from diverse cultures. Teachers also reported a lack of preparedness for working with special education teams and children with disabilities or challenging behaviors of any age. Implications for curriculum revisions and future research are presented.