Research shows that process quality in early childhood education (ECE) programs--specifically teacher-child interactions--is the strongest predictor of children's gains in learning and development. Due to a number of factors associated with the city's early childhood infrastructure and the budgets of the current Head Start grants, it has been difficult for Detroit Head Start programs to recruit and retain effective teachers to engage in the types of interactions that are most important for children's development and learning. Three of the four Detroit grantees are facing competition because of low process quality as measured by the Classroom Assessment Scoring System (CLASS). This report provides clear evidence for the need for stronger ECE workforce supports in Detroit that increase staff retention, provide more impactful and valuable professional development, and improve staff morale. The Detroit Head Start Funding Opportunity Announcement provides an opportunity for grantees to propose the following to address these issues: A common, clearly defined pay scale with higher staff salaries; year-round benefits packages for all programs; and more impactful professional development opportunities. This paper is organized into the following sections: (1) Data and methodological approach; (2) The state and community context affecting the ECE workforce pipeline in Detroit; (3) ECE workforce pipeline: Perspectives of local institutes of higher education; (4) The staff recruitment and retention challenge in Detroit-area Head Start programs; (5) Workplace and professional supports in Detroit-area Head Start programs; and (6) What will it take? How agencies can improve Head Start workforce stability and quality. [This report was also produced by the Policy Equity Group.]