The early care and education (ECE) workforce is experiencing concerning levels of stress and depression (Elharake et al., 2022; Jennings et al., 2020). The well-being of these workers affects staff turnover and their interactions with children (Kwon et al., 2020; Smith & Lawrence, 2019). Research has shown that racial concordance (or matching) between teachers and their students has a positive effect on children's outcomes (Redding, 2019) and lowers stress in teachers of kindergarten through 12th grade (McCarthy et al., 2023). However, no research has looked at how racial concordance between teachers and their students affects teacher well-being in ECE settings. In this report, the authors researched links between teacher stress and depression, the level of racial concordance between teachers and students, and classroom diversity. They used data collected in 2019 for the National Survey of Early Care and Education (NSECE), a survey that asks teachers and staff questions about the children in their classrooms, professional development policies, roles and responsibilities, and well-being. They analyzed survey responses using multiple linear regression models. After completing their analysis, they convened an expert panel to discuss the study's findings and potential practice implications. The 10 panelists were ECE experts and included child care providers, center administrators, faculty from ECE workforce education programs, and mental health consultants. They represented diverse personal identities (for example, race, gender, age) and professional experiences.