Policymakers and leaders of pre-K systems have little empirical information to guide how they structure the range of technical assistance and support they provide to pre-kindergarten programs. This study sought to understand the work of a range of site support roles in New York City's (NYC) universal pre-kindergarten (pre-K) program. Employing time use methodology, the main research question guiding this study was how do a group of NYC pre-K site support personnel use their time? The study also sought to answer the sub-questions: (1) what are the common activities site support personnel spend their time doing and for how long?; and (2) how do activities and time use vary across the demographics and roles of site support personnel? Analysis of the time use of 49 site support personnel working in NYC's pre-K program illuminates 2 key takeaways: (1) the time use of site support personnel is aligned with their roles and responsibilities; and (2) the wide range of responsibilities of site support personnel requires considerable planning.