The aim of this project is to conduct policy- and practice-relevant research that assesses the associations among various supports for home-based child care (HBCC) educators, educators’ well-being, and their use of supportive practices with children and families. We propose utilizing the National Survey of Early Care and Education (NSECE) 2019: Home-based Provider dataset, which includes nationally representative data of both regulated family child care (FCC) educators as well as family, friend, and neighbors (FFN). Specifically, we seek to identify the extent to which access to and use of various supports for HBCC educators relate to educators’ personal health and mental health, and use of supportive referral practices for children and families, as well as their use of expulsion practices. Additionally, given that structural factors often shape access and utilization in communities with concentrated poverty, as well as rural communities, we seek to understand the extent to which poverty density and rurality relate to access to and use of resources, as well as educator well-being and practices. Although high quality supports for the workforce and workforce well-being have been shown to be important for positive relationships, interactions, and outcomes for children, HBCC remains an understudied population, especially FFN. A key contribution of this proposed study is the examination of both FCC and FFN educators, as well as the consideration of various supports for educators, including those that have been traditionally studied, such as training or professional development, and other less understood supports that are particularly relevant to HBCC, such as provider networks and health insurance. Furthermore, our proposed utilization of nationally representative data allows for a broad understanding of the HBCC workforce. (author abstract)