Recent years have seen a range of new state policies to reduce and prevent the use of suspension and expulsion in early childhood education (ECE) settings. Policymakers in some states have worked to limit disciplinary removals in public ECE programs by restricting suspension and expulsion in early grade levels and requiring or encouraging supportive alternatives. However, limited research has examined the implementation of these policies, inhibiting efforts by state officials and advocates to compare, contrast, and improve upon approaches to school discipline reform. To fill this gap, Child Trends researchers studied the implementation of a 2017 Maryland statute that restricts suspension and expulsion in prekindergarten through second grade (PK-2) and mandates the use of non-punitive behavioral interventions. This brief summarizes key findings and offers recommendations for policymakers across the United States to develop and implement policies that reduce suspension and expulsion in ECE settings.