In 2020, the Governor of Washington issued a directive to the Washington State Department of Children, Youth, and Families (DCYF) and a letter to Office of Superintendent of Public Instruction (OSPI) for the agencies to identify near-term administrative efficiencies and longer-term strategies to improve the alignment and integration of high-quality early learning programs administered by both agencies. The directive acknowledges the need for robust cross-sector partnerships to increase kindergarten readiness for Washington children by expanding access to high-quality Pre-K programming through greater alignment and integration of existing systems. The complexities of the current systems, combined with national conversations about voluntary universal preschool, and the expansion of Transitional Kindergarten (TK) in school districts across the state, present an opportunity to dig deeper into how DCYF and OSPI systems interact and bring about systematic changes needed to ensure Washington's children have access to high-quality, inclusive Pre-K classrooms that make lasting impacts on their healthy development and school readiness. While continuing to respond to the COVID-19 pandemic, DCYF and OSPI formed a core team to drive coordination and planning, as well as a statewide cross-agency workgroup to advise the work. The cross-agency workgroup consisted of partners representing school district and community-based early learning programs, advocacy groups, community colleges, and other regional and state organizations. This report contains an overview of the landscape of early learning programming in Washington, some of the key barriers faced by providers, and a set of recommended strategies for the next steps in making progress in improving the alignment and integration of high-quality early learning programs in Washington State.