The potential efficacy of high quality pre-kindergarten (pre-k) programs for improving children?s school readiness has led many states to consider sponsoring pre-k programs under the auspices of public education. In deciding to implement pre-k programs, states are faced with policy issues related to program finances, eligibility, and location. Once committed to offering pre-k, states must also decide program standards especially with regard to ratios and group size, teaching staff, curriculum, and program duration. This report summarizes results of a survey of state pre-k programs, addresses policy and program choices, and provides a picture of the exceptionally diverse nature of state-funded pre-kindergarten.