Among the major educational policy shifts in recent years has been the establishment of state-funded prekindergarten programs. This study extends an earlier one of the development of prekindergarten policy in five states by focusing on policy development in two additional states, California and Ohio. Potential informants in each state who were familiar with the prekindergarten program development and implementation were identified and asked to participate in a telephone interview designed to discover what the key facilitators and barriers were that affected the prekindergarten policy in their state. Documents related to the policy development and implementation were also collected and made a part of the review. Eight interviews were conducted in Ohio and nine in California. Interviews were taped and transcribed; facilitators and barriers were coded into categories. Following a report summary, the report presents the following information for each state: (1) policy and program development; (2) current policy and program status; (3) tabulation of facilitators and barriers; (4) consensus view of major facilitators and barriers; and (5) summary of individual state findings. Commonalities among the seven states included collaboration among existing programs, the integration of other services to produce a full-day program, the lack of infrastructure, and lukewarm public support. Differences among the states related to financing, state size, child diversity, implementation schedule, and distractions such as economic downturns. The report concludes with a discussion of information for state decisionmakers, highlighting issues related to personnel preparation and the status of a support infrastructure to conduct a quality program. (KB)