The purpose of this paper is to report findings from a national survey (61 respondents from 30 states) and follow-up interviews (N = 12) on how state early education leaders think about key issues related to instructional policy supports. Notable findings include broad support from state leaders for using a combination of global and content-specific curricula and for developing consistency in curricula regulations across disparate early childhood programs. State leaders also report moderate alignment among the instructional policy supports investigated. (author abstract)