Purpose: The purpose of the mixed methods study is twofold. The quantitative portion examined teacher candidates' perceptions of whether they received high-quality early childhood teacher education and support. Specifically, it compared those students who had access to a community college lab school to those students who did not have access to a lab school. At the same time, the qualitative portion explored the teacher candidates' perceptions of the necessity and the effectiveness of the early childhood education lab schools at community college campuses. Theoretical Framework: Vygotsky's sociocultural theory and Dewey's progressive education are explained in the study. The concept of the zone of proximal development was referenced in the context of creating an environment where learning is occurring in both formal and informal settings. Progressive education is a movement committed to creating learning environments that facilitate and inspire students in developing their potential as well as their sense of social responsibility. Methodology: The mixed methods design includes closed-ended survey questionnaires with open-ended questionnaires that were given to the teacher candidates. The quantitative data identify differences or no differences in teacher candidates' perceptions of pedagogy teaching, didactic teaching, and supervisors' feedback on colleges with child development lab schools and those without. The qualitative part of the study provides more restricted analyses on the effectiveness and necessity of child development lab schools on community college campuses. Findings and Conclusion: Results from quantitative data showed no significant difference in perceived pedagogy (knowledge) and subject didactic (subject practice) between teacher candidates who have child development lab schools at community colleges and those without lab schools. However, there is a significant difference in perceived feedback from supervising teachers between those with lab schools and those without lab schools. Although there were many similar perceptions between teacher candidates with lab schools who completed their student teaching on campus lab schools and those without lab schools who completed student teaching off campus, there were stark contrasts. Recommendations: Further research is advised but not limited to that affecting (a) early childhood education students, (b) student-parents, (c) children and families, (d) faculty and early childhood, (d) the community, and (e) the college/administration. [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.]