This study utilizes data gathered from a nationwide survey of preschool educators in the United States to examine the prevalence of teaching practices associated with academic-focused rather than play-based approaches. The research delves into how these practices vary across different types of preschool programs, including publicly funded, such as state and locally funded public preschools, federally funded Head Start programs, and private preschools predominantly funded through fees. The analysis also considers various program features influenced by public policies, such as teacher qualifications and classroom characteristics. While the main objective is descriptive--to understand the extent of practice differences across auspices--the study also aims to shed light on potential reasons behind these differences, albeit with a recognition of limitations in establishing causality.