Latent profile analysis (LPA) was used to explore whether multiple measures, each designed to address one aspect of classroom quality, could collectively differentiate early childhood classrooms in both a consistent and substantively meaningful way. Using data from the Head Start Impact Study from 2002/03, Head Start and center-based early childhood classrooms were grouped into three distinct classroom quality groups. Each of the three classroom quality groups displays a different pattern of quality--good, fair, and poor. Classroom quality measures determined by independent observers were found to distinguish classroom quality patterns better than self-report measures. [This work was conducted by REL Northeast and Island at EDC 2012-2017.]