The Illinois Gateways to Opportunity (R) Credentials were developed in a purposeful way to unify the experience, professional development, and formal education of pre-service and in-service early childhood practitioners. The Gateways Credentials serve as an overarching umbrella covering different functional areas and age groups within early childhood education. Each area (described below) has tiered levels that build off of the previous level, all of which point to specific competencies, job functions, and the skills and dispositions required to provide or administer high quality early childhood education. The current study provides a descriptive analysis of Gateways credentialed individuals with one or more of the following credentials: Early Childhood Credential (ECE), the Infant/Toddler Credential (ITC), and the Illinois Director Credential (IDC). The study is limited to individuals with either an ECE credential or an ITC Credential of Level 2 or higher, in addition to individuals with all IDC Credentials, Levels I through III. The study begins by establishing the overlap, or the lack thereof, for individuals in their attainment of the three aforementioned types of Gateways Credentials and then provides information specific to credential attainment by select demographic characteristics such as age, race, and gender. The study then provides information on the individuals who had earned one or more of the Gateways Credentials and their recent interactions with postsecondary institutions within the higher education landscape in Illinois. Gateways credentialed individuals who were recently enrolled and/or had recently earned a certificate or degree are descriptively compared to those who were not recently enrolled in Illinois, as evidenced by matching to one or more ICCB or IBHE enrollment or completion records. The focus of the report shifts to postsecondary degrees and certificates awarded to the Gateways credentialed individuals and some of the attributes of their enrollment at Illinois community colleges, as well as bachelor's granting institutions, both public and private, within the state of Illinois. Finally, the intersection of enrollment, persistence, and degree completion among the Gateways Credential holders who matched to either IBHE or ICCB completion and/or enrollment records is examined. (author abstract)