This study analyzes the relationship between poverty-dense communities and the motivation of home-based providers to enhance the development of children aged 3-5 in his or her care. An educator's expertise in engaging with preschool students has become an important policy topic as child development, psychological, and neuroscience scholars have determined the importance of cognitive and social-emotional development in the early years of life. Data for this research came from the Home-Based dataset created by the 2012 National Survey of Early Care and Education. From the review of the literature, there has not been much focus on providers working in poverty dense communities and their commitment to the development of the children in their care compared to providers working in communities that have less concentrations of poverty. Many studies have consistently found that children in low-income families benefit from quality center-based care. The findings from this study show that poverty concentration does not have a strong association with the motivation of home-based providers. From a policy perspective, it is important to encourage continued training for home-based care providers – the findings showed a strong motivational component to providing quality care. (author abstract)