Given the increased enrollment in pre-K programs coupled with a lack of teacher education that consistently links to child development, this study examines a new course developed to support early childhood professionals in implementing effective teacher-child interactions. Findings suggest that an effective course can be scaled-up and used in different settings when clear supports are put in place to ensure quality delivery. [This research brief is based on the following published studies: (1) LoCasale-Crouch, J., Kraft-Sayre, M., Pianta, R., Hamre, B., Downer, J., Leach, A., Scott-Little, C. (2011). Implementing an early childhood professional development course across ten sites and fifteen sections: Lessons learned. "NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field," 14, 275-292 (EJ951208); and (2) Hatfield, B. E. & LoCasale-Crouch, J. (2011). Making a college course matter at scale: The importance of implementation support. "NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field," 14, 345-350 (EJ951215).]