A qualitative descriptive study was conducted to look at the nature of continuity of care by examining the perspectives of those who lived it in 2 programs in which it was a well-established practice. The 35 participants included infant toddler caregivers, parents, preschool teachers, and administrators. Findings are organized around 8 features of continuity of care revealed in the study: increased knowledge (increased understanding of child development and individual children), stable relationships (decreased disruption associated with frequent transitions), a family-type atmosphere (trust, warmth, and affection promoted), primary caregiving (changing nature of roles over time), family-centeredness (mutual empowerment of parents and caregivers), effective caregiver partnerships (caregiving relationships among caregivers), the transition to preschool (higher levels of ability in social and self-help skills among children), and recommendations for improvement. Practice or Policy: We discuss implications for practitioners, teacher educators and policymakers, including further consideration of parental/caregiver empowerment, the maintenance of continuity across members of caregiving teams, and keeping children ages birth to 5 together in 1 setting. Also, findings suggest differences in the nature of primary caregiving in continuous versus discontinuous care settings. Finally, we conclude that continuity is beneficial, but complex, and more likely to succeed in programs already committed to engagement in strong, relationship-based practice. (author abstract)