There is evidence demonstrating that when young children are part of a learning environment that is based on high standards/expectations, administrative and teacher leadership and continuity in learning opportunities across these grades, the better their developmental outcomes will be through grade three and in future years. By experiencing an aligned and coordinated "PK3 continuum," students will be developing necessary educational skills in such areas as reading and math that will maximize their chances for future academic success. Recent assessments of young students in New Jersey indicate that many are already experiencing pieces of a PK3 continuum. While quality preschool and early education programs, including early literacy may be important components for young children's educational success, systems at both the state and district level, must be in place to provide a continuum of quality educational experiences. For nine years in New Jersey, the State's focus on establishing those systems has been on its poorest school districts. In 1998, the State Supreme Court decision of "Abbott v. Burke" required the implementation of high quality preschool and full-day kindergarten in now, the 31 poorest districts in the State. While the State's primary focus after the decision was on implementing high quality preschool in the Abbott districts, it has recently taken steps to develop an aligned and coordinated system that links quality preschool programs with kindergarten and the early primary grades. Although a few school districts throughout the country have embraced and begun to successfully implement the PK3 continuum, no other state is actively trying to implement the concept like New Jersey. This policy brief attempts to examine this newly developing state system and identifies why its development is important, what factors are necessary for successful advancement and what barriers exist that will make its implementation more difficult. (Contains 38 endnotes.)