This report presents findings from the first American Pre-K Teacher Survey, a nationally representative survey of pre-kindergarten (pre-K) teachers in public schools across the United States. The authors focus on structural characteristics of pre-K programs, such as the curriculum and assessment materials that pre-K teachers used most frequently in their classrooms, their perceptions of the quality of these materials, their access to planning time and dedicated time for coordination across grades, and their professional learning activities. Because one-quarter or more of school-based pre-K students are enrolled in part-day classrooms, the authors describe how teachers' reports vary between teachers in full-day and part-day classrooms. The findings highlight variation in some structural characteristics of public school-based pre-K programs and the ways in which the experiences of teachers who teach in part-day classrooms differ from those who teach full-day classrooms. The findings offer insights about the prevalence of instructional resources that are associated with positive impacts of public school-based pre-K programs and provide unique information to state legislators, early childhood program leaders, and school district leaders about the features of public school-based pre-K programs, the most prevalent form of public pre-K across the country.