In order to inform the Indiana State Board of Education's decision-making on Indiana's On My Way Pre-K Pilot program, researchers at the Center for Evaluation and Education Policy (CEEP) at Indiana University compiled existing data on ten states that have implemented pilot pre-Kindergarten (pre-K) programs and subsequently expanded these programs beyond the pilot phase. This technical report presents the results of this inquiry, including a review of research on pre-K programs, highlights and trends across the states, individual state profiles, and recommendations for Indiana. The ten states selected for this research were: Georgia, Illinois, Massachusetts, Michigan, Nebraska, Ohio, South Carolina, Tennessee, Virginia, and Wisconsin. These states were selected because they have piloted state-funded pre-K programs and subsequently expanded their programs beyond the pilot phase. Publicly-available data were examined on characteristics of state-funded pre-K programs. These characteristics were selected in order to provide comprehensive snapshots of state-funded pre-K programs in each state. The characteristics include: (1) history of program development and expansion; (2) funding source(s) and amounts; (3) quality standards for service providers; (4) eligibility requirements for students/families; (5) enrollment numbers; (6) number and types of service providers; and (7) measures of program effectiveness. The states with the highest amounts of total funding allocated to pre-K serve the most students. Most of the ten states provide funding for pre-K via general revenue funds, but a few use lottery funding. By contrast, the three states with the lowest levels of total funding (Nebraska, Ohio, and South Carolina) also enrolled the fewest children. All states have a minimum age requirement for children to be eligible for pre-K, generally three or four years old. Most states also utilize family income level as an eligibility factor, and some employ additional criteria to target at-risk children. States vary in terms of meeting or exceeding program quality benchmarks established by the National Institute for Early Education Research (NIEER) and outlined in research on effective pre-K programs. A Glossary of Acronyms and Terms is appended. [This report was written with the assistance of Rebekah Sinders, LeeAnn Sell, and Lisa Simmons-Thatcher.]