Research suggests that children benefit from preschool programs only when the programs are of high quality. This study sought to ascertain if Texas public prekindergarten teachers and administrators recognized standards for high quality preschool consistent with nationally recognized standards, and to determine if their level of acceptance was significantly higher than the quality level in program implementation. Participating were 244 prekindergarten teachers from 18 public school districts, reflecting geographical and demographic diversity in Texas and including those with various student populations. A second group of study subjects included 66 administrators of schools with prekindergarten programs in the selected districts. Participants were mailed questionnaires assessing beliefs related to four areas of quality in preschool programs and their practice in the classroom: high quality curricula; family and community involvement; teacher-child interactions; and inservice and staff development. Return rates for teachers and administrators were 39 and 67 percent, respectively. Findings indicated that both groups demonstrated a high level of acceptance of preschool quality standards. However, belief scores were significantly higher than implementation scores for both groups and for all areas. Further, compared to administrators, teachers evidenced greater acceptance of high quality preschool curricula standards and of the importance of family and community involvement, and showed greater belief that high quality standards were being implemented in the curricula and in the implementation of inservice and staff development. Also, the prekindergarten programs did not align with many of the standards of quality noted by the National Association for the Education of Young Children. (Contains 16 references.) (KB)