We contacted 31 people representing varied expertise and backgrounds and asked about their views on what constitutes a high-quality preschool curriculum, with a focus on four-year-olds. Some of these experts held senior positions in federal or state government, others were doing cutting-edge research on preschool quality, some were leading professional or advocacy organizations, and others were program directors or teachers. In semi-structured interviews, we asked: 1. How do you define high-quality curricula for four-year-olds? 2. What areas of consensus do you see in the field? 3. What areas of controversy do you see in the field? 4. What curricular elements are needed to address inequities among children? 5. What research gaps hinder our understanding of high-quality curricula? Overall, we found broad agreement in general areas of curricular quality, but sharp divisions regarding specific beliefs. (author abstract)