In this article, the author comments on Dominguez, Vitiello, Maier, and Greenfield's (2010) article on identifying quality in preschool education. Dominguez et al. have conducted a methodologically sophisticated study describing the growth of learning behavior among Head Start children. By doing so, they contribute to a growing body of evidence that holds promise for realizing the potential of preschool education to prepare all children for a successful school entry. The authors said that the identification of specific classroom transactions or processes that predict the growth in skills that enable children to make a successful transition to kindergarten and first grade is critical to realizing the promise of preschool education. They believe that the Dominguez et al. study is representative of a new generation of research that seeks to define classroom quality in terms of teacher-student interactions rather than structural aspects of classrooms such as teacher-student ratios or teacher degrees or certification.