This study describes the meaning of program quality for a representative group of parents of children enrolled in public prekindergarten programs. Educators often conceptualized quality in terms of structural or process indicators; parents most often cited teacher experience and relationship to children. Families, like educators, emphasized enhancing readiness as central to program quality. In addition, families identified 3 classes of indicators not usually included in educational research or professional discussions of program quality: comprehensive service provision, convenient location, and home-school collaboration. In the decision to enroll children in a program, Whites more often relied on indicators of the classroom emotional climate, Latinos more often examined the provision of comprehensive services, and African Americans more often weighed the quality of home-school partnerships than their ethnic counterparts. For Latinos living in poverty, the concern about dual language development was salient. African Americans emphasized the importance of a close relationship with staff.