Between 1999 and 2011, the percentage of Head Start teachers nationwide with an Associate's Degree or higher more than doubled from 38 to 85 percent. Over the same period the percentage of teachers with a BA also rose rapidly from 23 to 52 percent. This paper uses within-program fixed effects models and a 13 year panel of administrative data on all Head Start programs in the United States to explore whether programs that experienced increases in teacher education experienced "trade-offs" with respect to comprehensive service provision, staffing choices and the racial composition of the staff. I find no evidence that programs that raised their teachers' education levels sacrificed health or social services. However, programs with gains in teacher education did see some increases in child-teacher ratios, turnover, and racial divergence between children and staff. Implications for policy are discussed. (author abstract)