Increased emphasis has been placed on children's ability to enter kindergarten ready to learn, a concept referred to as "school readiness." School readiness has been defined by the Maryland State Department of Education as "the stage of human development that enables a child to engage in, and benefit from, primary learning experiences." Components of school readiness include physical well-being and motor development, social and emotional capabilities, and language and comprehension skills, coupled with general knowledge that allows a child to enter a classroom ready to work. Children who are prepared for school upon kindergarten entry typically have a positive trajectory in their educational career. However, research has shown that children from disadvantaged backgrounds lag behind their more affluent peers on a range of cognitive and social skills, and that these disparities begin well before children enter kindergarten. Maryland has implemented the Maryland Model for School Readiness (MMSR), a state-wide system to support school readiness, including instruction, assessment, professional development opportunities, and transition practices which include communication with families, collaboration and coordination between preschool, prekindergarten and kindergarten teachers. The MMSR includes early learning standards covering seven domains of learning: social and personal development, language and literacy, mathematical thinking, scientific thinking, social studies, the arts, and physical development and health. The assessment component of the MMSR uses specific indicators of the Work Sampling System[TM], a portfolio-based assessment system that aligns to the Maryland State Curriculum Standards for pre-kindergarten and kindergarten in the seven domains of learning. This research brief aims to provide information that can help shape professional development and quality supports aimed at improving children's school readiness through early care and education. Drawing from qualitative data, this brief begins by comparing and contrasting center directors, family child care providers, and kindergarten teachers' definitions of school readiness. Next, early care and education providers' roles in preparing children for school are explored from the perspectives of each of these respondent groups. Finally, supports and challenges in preparing children for school are presented and implications for policies, programs, and future research are shared. (Contains 3 tables and 17 footnotes.)