Historically, in the USA context child development content knowledge has been one of the main emphases of early childhood teacher education programs, as it is theorized that teachers need strong content knowledge if they are to teach well. Teachers gain knowledge as they move through the degree ladder, from Child Development Associate to Associates to Bachelor’s. The purpose of this study was to examine whether knowledge of child development increased as teachers gained more education. Participants in this study (n=98) are part of a larger dataset of an early childhood longitudinal research collaboration between a community college and a university bachelor’s completion program. (author abstract)