A survey was made across Canada of English-language preservice training programs for teachers who will be certified to teach, among others, children enrolled in an early childhood program the year prior to compulsory education. The primary focus of this initial study was on describing current practices. Information was collected through a series of questionnaires and interviews. The sample was made up of teacher educators, policy makers, supervisors, consultants or specialists, beginning early childhood teachers, and teachers who had taught for at least 5 years in early childhood programs. Findings from the survey included information on a wide range of topics; for this report, aspects of the study were selected that focused on the tasks of teaching in a preschool program and on the perceived needs of students in early childhood teacher education programs. Results concerned the views of each of the above groups on issues of general characteristics of teacher education programs; historical and contemporary models that have influenced the philosophy of early childhood education; major components of the teacher preparation programs; freedom for innovation for course/program designers; criteria and screening for early childhood program students; and ratings of different areas of teacher preparation. It is hoped that this preliminary study will open dialogue among Canadian educators and raise questions that will lead to program reviews and future research. (CB)