As increasing numbers of children access early childhood care and education programs, there is growing awareness that children excluded from these settings miss out on important benefits to their development. When children are suspended, expelled, or otherwise excluded from early childhood education due to challenging behaviors, it is often the children most in need of high-quality early learning who miss out. This study, conducted through a survey of early childhood educators in New Mexico, presents new data about how often children in New Mexico’s early learning environments display persistently challenging behavior, how educators respond to those behaviors, what supports they rely on, and what additional supports they desire. It also quantifies how often children are disenrolled from early learning programs for reasons related to challenging behavior. (author abstract)