This paper targets schools, colleges, and departments of education (SCDEs), as well as other institutions involved in the preparation of early childhood education (ECE) teachers, regarding the advancement of the quality of early childhood teachers and caregivers. In order to begin framing the Association's position on ECE, and to formulate ways to meet the challenges confronting SCDEs in the preparation of quality teachers for young children, the American Association of Colleges for Teacher Education (AACTE) convened a focus council, the Focus Council on Early Childhood Education, of ECE experts from member institutions. This paper outlines recommendations made by the focus council for the different constituents of the ECE field, including professionals working with young children, SCDEs, policymakers, and the private sector. The paper is organized into the following sections: (1) Background data on the status of early childhood education and early childhood teacher preparation programs; (2) Main principles or goals for early childhood education; (3) Assumptions that undergird early childhood teacher preparation programs; (4) Challenges and changing needs that call for program reforms, along with a series of recommendations that address the different challenges and needs; and (5) Summary of recommendations in response to the increasing accountability requirements for SCDEs, and recommendations for policy and decision makers in the public and private sectors. (Contains 5 tables.)