In this chapter, the authors describe the importance of the early educator support (EES) program by providing a historical context and description of the work being done through this program. They further elaborate on the actual work that mentors and evaluators conduct with NC Pre-K teachers utilizing evidence- and research-based coaching and mentoring practices. Connections between the EES work and teacher induction, correlation with stages of teacher development, and a robust framework for early childhood professional development have been explained in greater detail. The chapter concludes with describing the uniqueness of the program along with challenges confronted, future implications, and its corresponding benefits. (author abstract)