According to national statistics, there is a growing need for qualified educators in early intervention and early childhood special education (EI/ECSE). Almost all of the nation's school districts are reporting shortages in special education teachers (Boe & Cook, 2006; McLeskey & Billingsley, 2008). A project funded by the United States Department of Education, Office of Special Education Programs (OSEP) was designed to serve this need to prepare high-quality EI/ECSE personnel (e.g., Infant/Toddler and Preschool Special Educators). The project is a community-based program focusing on systematic supervised learning in diverse environments and includes three project goals, which were originally guided by the Division for Early Childhood Recommended Practices (DEC-RP, Sandall, Hemmeter, Smith, & McLean, 2005). The purpose of this paper was to examine the quality of a federally funded educator preparation program in EI/ECSE through the evaluation of key components in the syllabi related to the project goals. Consistent with the literature presented, this review was effective for measuring the quality of the preparation program (Feuer et al., 2013). The findings of this systematic review of the course syllabi will point the program faculty towards the next step for improving the contents of course syllabi with the ultimate goal to improve the quality of the educator preparation program. This review was conducted prior to newest release of the DEC-RP (2014) and the Council of Exceptional Children-EI/ECSE Initial Specialty Set (2012). The goals represent community-based, evidence-based, and culturally responsive instruction.