Relative to existing reports about early educators’ wellbeing during COVID our study has several notable strengths: (1) it uses data from two time points including a pre-pandemic survey and therefore can capture COVID-related changes; (2) it allows for direct comparisons across center-based child care and school-based pre-k settings and; (3) it uses surveys with relatively high response rates that may better capture the diverse experiences of early educators than the more ad-hoc samples commonly used during COVID. This more precise understanding of the experiences of early educators across settings both prior to and during the COVID crisis can inform policymakers and other stakeholders looking to promote stable, high-quality early learning experiences for all children. (author abstract)