Thriving communities depend on a strong early childhood education (ECE) system--one where both young children and members of the workforce are served and supported. In recent years, state government leaders have increasingly focused on changing qualifications for specific ECE roles, as increasing credential requirements has sometimes been associated with increasing quality. However, across the country, early childhood educators face significant barriers to economic security and continuing education--all while supporting children, parents, and their communities with specialized education services. This report examines the barriers that even highly qualified early child educators experience in the face of increased credential requirements. Featuring case studies of California and Washington, D.C., the report offers implications for policies that protect educators and advance racial and economic equity in the profession. Included with the report are an Executive Summary encapsulating the findings and a Technical Document describing the methodology, data collection, and quantitative analysis.