Partnerships between Early Head Start (EHS) programs and child care providers aim to increase access to high quality, comprehensive services that meet the needs of infants and toddlers from families with low incomes. Quality in early care and education matters. In prior research, high quality early care and education was associated with better outcomes for children, particularly children living in poverty. The EHS Family and Child Experiences Survey (Baby FACES) conceptual framework illustrates how multiple dimensions of quality may be associated with infant and toddler development and learning. In this brief, the authors use this framework and adopt a definition of child care quality to include the structural features of classrooms and characteristics of staff as well as the process quality of the interactions and relationships between teachers and children, and parents and teachers. Drawing on data from Baby FACES 2018, this brief fills a gap in knowledge on EHS-CC partnerships by providing a snapshot of quality in partner classrooms--that is, classrooms in child care partner centers that included at least one child enrolled in EHS. [For "Early Head Start Programs, Staff, and Infants/Toddlers and Families Served: Baby FACES 2018 Data Tables. OPRE Report 2021-92," see ED613544.]