To date, 29 public pre-K programs in 23 states and one U.S. territory have established salary or compensation parity policies to address low and disparate levels of workforce compensation in the early care and education (ECE) field (Friedman-Krauss & Kasmin, 2018). These policies aim to raise the pay or compensation of ECE teachers to the level of similarly educated or qualified teachers in K-12 settings. The purpose of this brief is to describe the effect of salary parity on the experiences of pre-K teachers from community-based ECE programs in Alabama. First the authors provide a brief overview of ECE parity policies and describe the salary parity policy in Alabama. Next, they describe their methodology and key takeaways from interviews with directors and lead teachers in Alabama.