This research report from the Learning Policy Institute explores states’ implementation efforts of high-quality early education systems. Analyzing the key decisions and credentialing pathways of four states (Louisiana, Massachusetts, New Jersey, and New York), the report notes shared program features across required coursework, clinical experience structures, and performance assessments. Although the pathways vary between states, some high-quality programs include opportunities for candidates to receive their credential at several stages in higher education, including community college transfers, undergraduate and postbaccalaureate pathways, and dual certification programs. The report also shares common strategies to support greater access such as providing financial support beyond tuition, offering more choice in course format (hybrid or online, evenings or weekends), and creating cohort-based models to build a community of practice for teacher candidates.