This paper analyzed the policy implications of disparate compensation and working conditions associated with teaching in three publicly funded early childhood systems in New York City. Survey data from 559 teachers (336 in public school, 134 in day care, and 89 in Head Start) included information on levels of training, credentials held, course work in early childhood education, workforce stability, and future career plans. Unacceptable rates of teacher turnover and vacancies in the nonpublic school programs were predicted by differences in compensation and working conditions. Results are discussed in the context of what is known about the quality of early childhood programs and the increasing involvement of public schools in programs for young children. Also included are 39 references, 1 note, and 6 tables. (Author/SKC)