Child care and early education (CCEE) are essential resources for families and children across the country. Yet qualified educators are choosing to leave their positions, and young professionals are choosing not to enter the field. This instability has been a long-lasting issue and is thought to be driven largely by structural and systemic forces that shape the everyday experiences of the CCEE workforce. These issues have been exacerbated by the COVID-19 pandemic. This report lays out a conceptual framework to serve as a guide for researchers, policymakers, and administrators who are conducting research on the CCEE workforce and who are designing and implementing strategies to improve entry, retention, turnover, and advancement of the workforce. This report is also intended to inform how the field can work to build and sustain this critical workforce. The conceptual framework consists of three main components that are intended to provide a clear understanding of factors that can disrupt the stability of the CCEE workforce pipeline. By articulating the main components, the conceptual framework encourages researchers, policymakers, and administrators to consider a range of multilevel influences on workforce dynamics when designing strategies and when evaluating whether strategies are working as intended. This framework also aims to underscore that the individuals who make up the workforce--many of whom have been marginalized due to race, ethnicity, social class, and gender--interact with broader social, political, and cultural contexts that shape economic and educational policies, structures, and opportunities.