Early intervention services are an important federally funded program for families with children under three years of age who may be diagnosed with or are at risk of developmental delay or disability. The program's impacts can be profound: Early intervention helps strengthen cognitive, motor, and language skills; reduces the likelihood of childhood maltreatment; and can lower education costs through reduced need for special education. Unlike means-tested programs, any child with a developmental delay or disability is entitled to early intervention, but first they must be identified, referred, evaluated, connected to providers, and then served. Unfortunately, there are policy and implementation pain points at every step in the process that can block access. Only 53 percent of children who are referred end up enrolled, and rates of enrollment for children under the age of one are particularly grim. Policies like automatic eligibility for some high-risk infants, like those admitted to the neonatal intensive care unit (NICU) due to low birth weight or prematurity, are designed to better connect children to services, but even strong policies can be vexed by implementation challenges. The result is that these children and families can still fall through the cracks. This descriptive report was generated following an eight-week "discovery sprint" conducted by New America's Early Education and New Practice Lab teams that included a review of academic literature and documentation on high-risk infants, their families, and early-years service transitions, an analysis of publicly available data on eligibility policy and early intervention services to infants, and interviews with experts across neonatology, public policy, early intervention, social work, and perinatal health. We investigate the implementation challenges associated with the successful handoff of children exiting the NICU to early intervention services, and suggest strategies for serving more babies when they are automatically eligible.