Since universal preschool for California is still in its early planning phase, most of the details remain to be decided, including the scope and structure of the program, whether or not it will be coordinated by the public schools, where it will be housed, whether it will be full-day or part-day (with or without wrap-around care), the extent to which it will include family child care, and whether it will be free of charge or based, at least in part, on parent fees. The state Master Plan for Education, as well as many proponents of universal preschool, appear to agree thus far that "raising the bar" on the required level of education and training for preschool teachers will be an essential building block of the program, but there are also a number of concerns about raising standards, despite the advantages of doing so. It is not yet known how big a task this would be, and there is concern that a new set of standards could simply add another layer of confusion to a system already split between Title 5 and Title 22 regulations. There is currently no preschool teacher credential in place in California, 2 no clearly delineated set of skills and competencies for preschool teachers, and no guarantee that achieving higher standards of education would be linked to earning higher levels of compensation. The underlying concern here is that a universal preschool workforce must not only be well educated, but culturally and linguistically compatible with the children it serves. The findings reported here begin to identify the level of effort that will be required to raise the educational levels of the current workforce to meet new universal preschool workforce requirements. Contains 9 tabulated illustrations of the information reported in the study.