This is the second in a series of briefs examining student access to Houston Independent School District (HISD) pre-kindergarten (pre-k) programs. The current study examined strategies for increasing access to pre-k in HISD, including the intended and unintended consequences of zoning pre-k using existing elementary school zones. We found that among 2018-19 kindergarteners in HISD who did not attend HISD pre-k, approximately two-thirds of students likely qualified for enrollment. Among all kindergarten students who likely qualified for enrollment in pre-k, living within one mile of a program and living in a zone with a pre-k program were both associated with a greater likelihood of enrolling in pre-k the previous year. Zoning pre-k, which could include adding pre-k programs to elementary zones that do not have them and/or establishing Early Childhood Centers (ECCs) as zoned schools, would increase access to pre-k by providing campuses in students' neighborhoods and reducing the distance to the nearest program. We also include projections of pre-k enrollment if HISD opted to switch to a zoned school model for pre-k, based on varying levels of students opting to remain in their zoned school versus exercising school choice. [For the first in this series of briefs, "Availability of and Equity in Access to HISD Pre-K Programs (Part 1). Research Brief for the Houston Independent School District. Volume 8, Issue 4," see ED623238.]