Some children are at a disadvantage when they enter the public school system. Poverty, ability, home/community language, and/or cultural differences often create a mismatch between children’s skills and the learning experiences they will encounter when they start school. The mismatch results in a disparity in educational achievement that may extend across school years. Program developers have designed early childhood education programs that might prevent or reduce such disparities by promoting skills children will need for early school success. Research has documented the efficacy of such prevention programs, but the eventual utility of the programs depends on the ways in which they are employed in “real-world” settings. Researchers in the emerging field of “implementation science” (Durlak & DuPre, 2008; Fixsen, Naoon, Blase, Friedman, & Wallace, 2005) are determining factors that influence the use of practices, such as school readiness curricula, and their effects on the recipients of the practices.