High-quality early learning programs have the power to produce substantial returns for children, their parents, and society. Fostering early gains is a proactive, effective, and economically efficient approach to closing the achievement gap. By extension, excellence in early learning programs requires highly qualified teachers. Efforts to create and sustain such programs should include designing effective professional development (PD). Unfortunately, current PD models are inadequate due to insufficient literature and empirical data that specify the efficacy of design for Voluntary Pre-Kindergarten (VPK) teachers. This study explores VPK teachers' experiences with PD for the purpose of initiating discourse around the potential of Communities of Practice (CoP) as a professional learning experience for early childhood educators in M-DCPS. Case studies were conducted, and findings revealed that PD is meaningful for teachers when content is relevant to their practice, grade-level specific, and research-based. Furthermore, productivity, collaboration, and active learning must guide its structure. Findings also indicated that teacher mindset was of significant impact and could influence authentic changes to practice in concert with meaningful PD. The results of this study demonstrate the efficacy of a CoP as a professional learning experience for these early childhood educators. Existing literature and findings from this study suggest further exploration of CoP frameworks may have profound implications for teachers, school districts, and society. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]