The U.S. Department of Education recently identified five essential components for excellence in early childhood teacher preparation programs. This dissertation proposal outlines a study to examine the 41 two- and four-year early childhood teacher preparatory institutions in Massachusetts, using these 5 "essentials for excellence." Those characteristics are: (1) interdisciplinary preparation for diverse early childhood settings; (2) a system that balances specialized preparation with realism and accessibility; (3) faculty with resources to prepare tomorrow's professionals; (4) structures and processes to support and sustain innovation; and (5) tools to define, recognize, and assess high quality early childhood teacher preparation. This proposal outlines the conceptual framework to be used in the study, examines the impact of educational reform in Massachusetts, and identifies two major research questions: (1) Do early childhood teacher preparatory programs in 2- and 4-year institutions of higher education support those elements which research has deemed essential for excellence? If not, which elements are supported and which are not? Where are there gaps? (2) What are the characteristics of promising models in Massachusetts? The proposal also examines events leading to the current national focus on early learning, including government-led education reforms, teacher testing, structural and process elements of early education and care programs, components of professional practice, and the role of early experiences in brain development. The methodology of the proposed study is detailed, along with data analysis methods, and limitations and significance of the study. Appended is a list of the Massachusetts early childhood teacher preparation programs. (Contains approximately 80 references.) (KB)