Peer learning opportunities are a common method for delivering technical assistance to CCDF grantees. However, to date, there has been no systematic examination in the research literature on the use of peer learning as a technical assistance strategy to advance practice, policy, or systems change in the field of early care and education. Little is known about what contributes to their effectiveness. This report summarizes findings from an environmental scan and case studies of peer learning opportunities offered to CCDF grantees to fill this knowledge gap. (author abstract)