Pre-kindergarten programs are expanding in states around the nation. Decades of research on the impact of these programs show that high quality standards produce substantial benefits for children, working families, and communities. As state leaders seek to increase investments in pre-k, they face a number of choices and potential tradeoffs that all have clear spending implications. Policymakers require solid cost information to ensure that funding is adequate to provide high-quality educational opportunities, to allow both public and private centers to cover their costs and stay in business, and to encourage more centers to participate in publicly funded pre-k programs. This brief provides national estimates of the per-child costs--in adjusted 2007 dollars--of pre-k in diverse settings and at varying levels of teacher quality, class size, and hours per day. The estimates give a general picture of the expected costs of quality improvements, though actual costs will differ from state to state. (Contains 2 tables and 11 endnotes.) [This brief was written with Judy Dey and Olga Sorokina. It is based on the report "Meaningful Investments in Pre-K," published by the Institute for Women's Policy Research.]