This report attempts to explore distance learning in the early childhood field at the end of the first decade of the twenty-first century. It provides a snapshot of the current distance learning landscape. It does not attempt to answer all of the questions related to whether distance learning is a viable strategy for education, training and professional development for early childhood educators. Rather, this report is intended to jump start a field wide conversation about the complex components of distance learning, leading us to gain a preliminary understanding of the types of programs available, the population of students best served by them, and to raise questions about how distance learning should best be used. (author abstract)