Researchers have found high-quality early childhood teachers are crucial to high-quality programs for young children. Despite this, there is a significant need for more highly qualified teachers in a southwestern state. The purpose of the qualitative study was to explore the perceptions of early childhood education (ECE) systems partners in one southwestern state regarding the current systems, structures, and policies related to career pathways through the high school, community college, and university levels. The conceptual framework for this study was based on von Bertalanffy's general systems theory and systems thinkers such as Senge, who detail the complex interactions between systems components. For this basic qualitative design, semistructured interviews were conducted with a purposive sample of 12 ECE systems partners from high school, community college, university, and state systems levels. Data were coded with a priori, open, and axial codes and then thematically analyzed, resulting four themes relating to career pathways including state policies, college structures, resources and supports, and perception of the profession, and two themes relating to degree completion and the shortage of qualified early childhood teachers including the structure of the pathways and factors related to degree completion. The findings describe a need for streamlined policies, efficient degree pathways, and increased resources and supports for teacher candidates. The findings could lead to positive social change by recommending changes for more accessible and efficient career pathways to meet the needs of potential ECE teacher candidates in order to support a diverse and qualified early childhood workforce. [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.]