In 2019, the Massachusetts Department of Elementary and Secondary Education (DESE) released a Literacy Strategic Plan that lays out a vision for "[a]n excellent education in English language arts (ELA) and literacy for all students in Massachusetts" (DESE, 2019a). In support of achieving the goals outlined in the strategic plan, DESE seeks to better understand the current landscape of educator preparation programs in Massachusetts and the extent to which they are currently preparing teachers to use evidence-based ELA instructional practices in order to engage the educator preparation field in advancing toward the state's goals. As part of this landscape review, DESE requested the Region 1 Comprehensive Center?(R1CC) to conduct a statewide needs assessment?focused on?the preparation of teacher candidates in K-3 literacy instruction. To do so, R1CC reviewed 64 syllabi from a voluntary sample of nine educator preparation programs (EPPs) for their early childhood and elementary certification pathways, representing more than 30% of Massachusetts' recent graduates/program completers. The syllabi were reviewed using two of the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) Center's Innovation Configurations (ICs) rubrics: Evidence-Based Reading Instruction (Lane, 2014) and Evidence-Based Practices for Writing Instruction (Troia, 2014). R1CC found that many of the volunteer EPPs participating in this review offered reading and writing courses whose syllabi contained evidence of the 10 Essential Components identified by the CEEDAR Center's IC rubrics. The findings from this syllabi review are preliminary and based on information found in syllabi from a sample of nine EPPs that volunteered to participate in the review. Though this kind of review has inherent limitations, the results provide early insights. R1CC recommends that future reviews include additional data such as course schedules, calendars, and, if possible, observations of EPP courses and field-based experiences to learn about preservice teachers' opportunities to apply what they learn in their courses, practice skills, and receive explicit feedback on their application of skills.