There is a consensus among professionals about the content of programs that prepare educators for the early childhood level, and particularly about a core knowledge base. However, there is little consensus on the minimum levels of hours and credits needed to adequately prepare early childhood educators, and on the professional roles and responsibilities to be assumed at the various levels. Research indicates that formal education and specialized preparation for educators result in improved quality of care for children. However, the number of teachers with such training is insufficient to staff all classrooms. There appear to be emerging needs for training that the field is not prepared to handle. As for model practices of educational training, baccalaureate programs are erratic because of their reliance on state certification standards. In-service training has become a substitute for adequate pre-service training. There is a weak relationship between in-service training and improved teacher behavior. Steps must be taken to provide improved training programs, but early childhood educators must clarify their long-term goals before these steps will enhance progress. Appended are a table that offers a comparison of teacher preparation guidelines and a figure that concerns early childhood professional knowledge at various levels of professional preparation. (BC)