This paper reports on efforts of several states in the southern United States (Alabama, Florida, South Carolina, Texas, and Virginia) to respond to the mandate for training early childhood special education professionals. The paper describes how teacher certification standards are being met in these states and examines the role of the state departments of education. The paper concludes that there is some continuity in personnel preparation delivery programs, but each state quite clearly has its own process and present level of commitment. Issues of concern are noted, such as too much diversity in "add-ons" and "endorsements" to masters level early childhood special education certification, the need for central coordinating agencies for service continuity, and the need for additional inservice training. (JDD)