This descriptive case study's purpose is to describe family child care providers' unexplored experiences as early childhood entrepreneurs while simultaneously addressing their (in)equitable representation in early childhood curricular programming in higher education. Additionally, the objective is to prime program leadership, such as lead faculty, program coordinators, department or division heads, or deans, about the relationship between this marginalized profession and higher education curricular programming as a means to advance new support for the supply needed in the child care/early care and education workforce including in family child care. Case study methodology contextualizes the providers' lived experiences by using provider interviews triangulated with student and faculty surveys and content documents. The findings captured the providers' differentiated experiences as entrepreneurial business owners while illuminating a road map for content inclusion of family child care entrepreneurial/small business curricular programming in higher education. The research literature has indicated that across the United States, there is an essential need to increase the number of child care providers and programs through equitable investment in an infrastructure that can strengthen the early childhood workforce. This essential need includes family child care providers who are professionals in the early childhood field. This research aims to fill a gap in the literature, advancing discourse in early childhood higher education on behalf of the family child care profession. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]