As policymakers consider universal preschool proposals, this study uses sociological theory to understand implications of expanding universal preschool for the existing market. I examine how Illinois’ state-funded preschool program -- Preschool for All -- has reached eligible children located in different areas of the state; how it affects the supply of preschool and child care in socio-demographically different Illinois ZIP codes; and what factors explain why Chicago area center directors serving families of different sociodemographic backgrounds differ in their opinions about whether Preschool for All should remain a targeted program or expand to universal levels. (author abstract)