The Center for the Study of Child Care Employment (CSCCE), in partnership with the National Institute for Early Education Research (NIEER), has produced a series of materials that explore state policy efforts to move toward compensation parity between pre-K and K-3 teachers. This report forms the third part of the series, examining a small set of states and cities with the goal of understanding the policy rationale and process for moving toward compensation parity in different contexts. Cross-state analysis of the status of compensation parity policies revealed an astonishing array of variation, but no clear model of best practice. Consequently, the purpose of this report is to explore examples of strategies that five states (Alabama, Georgia, New Jersey, Oregon, and West Virginia) and two cities (New York City and San Antonio) have successfully taken forward along the path toward compensation parity for pre-K teachers. In addition to a description of the path toward parity for each case, this report examines common approaches, challenges, and solutions across the states and cities included in the analysis. [For another report in this series, "Teacher Compensation Parity Policies and State-Funded Pre-K Programs," see ED591987.]