Early childhood teachers have a variety of health and safety resources to draw upon, including information about and educational programs dealing with such issues as fire safety, obesity, and dental hygiene. However, teachers may face a number of challenges when attempting to incorporate health and safety resources into the curriculum. In some cases, the resources may not be age-appropriate or may not meet the needs and interests of children in a particular classroom. Consequently, teachers need guidelines to help them select and develop health and safety educational activities for their classroom. In this article, the authors discuss three guidelines: (1) defining health and safety concepts; (2) establishing a rationale for a health and safety curriculum; and (3) identifying theoretical perspectives to guide a health and safety curriculum, that they followed in developing and implementing a preschool health and safety curriculum and has been used by early childhood trainers and teachers across three states in the southeastern United States. They also present six developmentally appropriate practice (DAP) principles that further guide the development of health and safety curriculum. (Contains 3 tables.)