Many municipalities, armed with research showing the immense benefits of early education, are struggling to ensure children have the opportunity to attend quality preschools (Barnett, 2012; Magnuson, Ruhm, & Waldfogel, 2007). Birmingham, the largest city in Alabama, is no exception. In developing a profile of Birmingham's efforts to provide early education, the author sets out to provide answers to the following important questions: (1) What resources are currently available for families of preschoolers, and, most especially, for children residing in low socioeconomic areas of the city?; (2) Are quality preschools available for all children?; and (3) Are parents in Alabama's most populous city successful in finding access to affordable preschool education for their children? The author suggests that Birmingham must continue to look at the gaps in both the quality and quantity of preschool programs available and figure out a way to make sure that all children are served and that all have the chance to begin school truly ready to learn. A problem in Birmingham, as in so many cities across the United States, is a sluggish economy that results in a lack of funding and a lack of resolve among state and local legislators to make preschool education a top priority. With shrinking federal dollars and a nation just beginning to come out of a deep recession, commitment to any funding initiative is hard to come by, even one where the evidence of effectiveness is great. It does take a village to raise a child, but it begins with a good working knowledge of needs and a concerted effort by all stakeholders to work together. That means a real commitment by local and state civic groups, and education and political leaders, to the well-being of all children.