Previous research has highlighted the need to improve teacher education programs with the intent of preparing infant-toddler professionals as working with infants-toddlers and families requires a unique skill set. The following mixed methods research study supported these assertions by examining the early childhood education (ECE) undergraduate teacher preparation course content in a large northeastern state, through document analysis and a survey of faculty. The findings indicated that very few of the research-based, best practices (relationship-based practices, family-centered practices, creating environments, reflective and ethical practices, and fieldwork experience in high-quality classrooms with children under three), identified for working with infants and toddlers were the main-focus of any of the ECE undergraduate teacher preparation courses. This research offers recommendations for ways that undergraduate ECE teacher preparation programs can support the infant-toddler workforce. The recommendations include adding dedicated infant-toddler courses and supervised fieldwork opportunities with children from birth to 36 months into ECE undergraduate coursework.