Early childhood educators are grappling with social, emotional, and behavioral issues in their classrooms, particularly since the onset of the COVID pandemic. Research has shown that social-emotional skills may be enhanced by high quality early care and education programs. This reality led Kylie Garber, PhD, a research scientist at the UNC Frank Porter Graham Child Development Institute, to conduct a landscape analysis of current North Carolina programs that support child care providers, specifically with social-emotional development. This is that analysis.