The expansion of Pre-K in early childhood programs, both in the community and in schools, has the potential to build significant new alignment between the traditional K-12 education system and the preschool year. Most communities, however, have only scratched the surface of collaboration between public schools and community programs as prekindergarten expands. Such partnerships hold potential to better align teaching and learning, resources, and capacity, and to ease the transition to kindergarten, leading to improved educational outcomes for children. There is increasing recognition that these partnerships are a critical component for moving toward a coherent system and continuum of services, birth to age 8. Currently more than half of the children enrolled in Pre-K are in community-based settings and this has held steady over the years. New York's Universal Prekindergarten (UPK) legislation that passed in 1997 created an important new opportunity to build these partnerships. These partnerships are complicated by a variety of issues that stem from the different contexts, supports, and infrastructure available to public schools and their community partners. Public education is free and open to all children and managed by a single system, with its own infrastructure and supports. Most early childhood programs and services operate as a single, autonomous entity, not as part of a system. Bridging these worlds holds significant promise of producing better educational outcomes for children and better meeting the needs of and strengthening families. The task ultimately calls for a set of policies and practices to inform and facilitate the work of these new partnerships to assure effective, efficient, and coherent delivery of early education services. The effort will ultimately require new resources, technical assistance, and some system-wide professional development to fill gaps in knowledge in both the early childhood and public school community. This Snapshot offers some new findings on next steps to strengthen these partnerships. Above all, these results indicate a need for common understanding about whether specific policies and practices are in place and understood across all settings. "School Community Partnerships: Moving Pre-K Forward Survey," designed by Sam Stephens, is contained in the appendix. [The Booth Ferris Foundation supported the Center for Children's Initiatives' new School Community Partnerships Project.]