In this study, the staff development opportunities among early childhood educators in community-based, nonprofit child care centers were investigated. The trends for professional development and implications for future staff development were determined from data gathered from surveys completed by 12 lead teachers, 5 paraprofessionals, and 5 administrators from 5 community-based child care centers in New Jersey. The results indicated that the teachers preferred enhanced or advanced professional development on subjects in which they already possessed an adequate level of knowledge and experience. In addition, teachers and administrators stated they preferred workshops as the professional development format. The findings were consistent with typical formal professional development, but contrary to the research that promotes effective learning and efficient staff professional development. (Contains 6 tables.)