High-quality early childhood program options are in high demand not only because research has solidified the importance of early childhood experiences on human development but also because most households have all available adults participating in the labor force. Sustainability of the early care and education workforce is a common problem of practice that impacts many early childhood settings, which has only been exacerbated in recent years because of the COVID-19 pandemic. The purpose of this research aims to identify challenges faced by early childhood educators to equip leaders with strategic approaches to increase the likeliness of organizational commitment and engagement leading to retention. A needs assessment survey designed to understand the perspectives of in-service early childhood educators was used as the method to collect data specific to job satisfaction, challenges, and professional development experiences. Descriptive statistics, percentage of agreement with Likert-type scale statements, and thematic analysis of open-ended responses were used to present qualitative and quantitative findings. Results of the study indicate that although there is high agreement on the perceived value of professional development, there is less agreement on the ability to apply what is learned in professional development to overcome challenges. These results indicate potential to improve overall job satisfaction leading to early care and education workforce retention through an intentional focus on professional development that supports the needs of adult learners. Themes that emerged from the research include the need for structure for organizational effectiveness, support for professional development, and advocacy for sustainability. Therefore, this research concludes with a professional development framework training designed to equip early childhood leaders in North Dakota with strategies to cultivate early care and education workforce retention through structure, support, and sustainability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]