The Quality Child Care Initiative, the federal apprenticeship program applied to the field of early care and education, has been implemented in over 40 states. This federal initiative was designed to reduce turnover, increase wages, provide a more stable environment for children, and lower the concern of parents. Rhode Island received funding in 2001 to create and implement a professional development apprenticeship program for early childhood educators known as The Rhode Island Child Development Specialist Apprenticeship Program (RICDSAP). As required in the federal call, an apprentice-mentor model served as the foundation for the RICDSAP. In this paper, we describe two studies designed to evaluate the RICDSAP. Study #1 investigated the three program goals of reduced staff turnover, increased wages, and enhanced classroom quality. Study #2 focused on apprentice-mentor relationships. Taken together, the two studies suggest that this model of professional development has benefits for several key constituents including children, apprentices, mentors and the larger field. Implications for the design and implementation of apprentice-mentor programs and program evaluation studies are discussed. (Contains 4 tables.)