Practicum experiences, a critical feature in educator preparation programs, provide preservice educators opportunities to incorporate theory and practice in classrooms while under the supervision of a mentor educator. Although general descriptions of high-quality practicum experiences are provided by professional organizations and accrediting bodies, state licensing and differences across educator preparation programs contribute to variation in these experiences, which in turn have implications for the early childhood workforce. To provide a data-based understanding of program-level requirements for practicum experiences, the current study collected survey data from 227 early childhood higher education programs across 48 states in the U.S. The survey included questions about practicum placement settings, requirements and additional criteria for practicum placement sites, mentor educator requirements, age of children in the classroom, and intensity of practicum experiences. Results show that higher education programs allow several different types of placements with most programs using public school placements. Types of program and ages of children in the classroom were most frequently reported as required criteria and partnerships and feedback were most frequently reported as additional considerations in the determination of placement sites. Mentor educator education and license criteria varied by the age of the children for the practica. Higher education programs varied in the number and hours of practicum offered with more practicum hours in early elementary, kindergarten, and pre-k classrooms than in infant and toddler classrooms. The variations in characteristics and criteria for practicum placements across educator preparation programs are discussed, including implications for early childhood educator preparation programs and future research.