California's Universal Transitional Kindergarten (UTK) faces challenges as districts prioritize meeting state requirements, hindering focus on quality. To address this, the state can incentivize districts by setting a vision, establishing goals, and measuring progress based on enrollment, implementation features, and student outcomes. It should align resources and support for widespread high-quality UTK implementation, while ensuring public communication of key aspects and outcomes to empower communities to monitor district performance. (author abstract)