Early childhood staff and family child care providers have stressful work lives, and turnover rates for early education staff hovers around 30% annually. Children in early education programs are suspended and expelled at rates estimated to be three times higher than children in K-12 programs. Research shows that teachers who are better able to manage their work stress have higher job satisfaction, are more likely to remain in the field, and report fewer behavior problems in their classrooms or homes. This study utilized surveys and interviews to compare family child care providers' self-reported work stress, perceived personal stress, depression, and program characteristics, and the teachers' utilization of professional supports such as workshops, coursework, coaching and mentoring, and reflective practice, with the goal of answering the question of whether family child care providers who are actively engaged in professional development experience less workplace stress, higher child engagement, and lower problem behaviors. Providers in the study reported engaging with professional development for information and social supports, reflection on the children and families they are currently serving specifically expressing the value in revisiting training topics, and for the sustainability of their work over time. The highly engaged cohort in this study did not report using suspension or expulsion in the previous year; they instead reflected on the need to understand children in the context of their family and community. While they experienced workplace stressors, the family child care providers in this study scored low on screenings for stress and depression and reported experiencing the rewards as well as the challenges in their work. This finding aligns with those of prior research regarding the importance of professional development for maximizing the well-being of both children and their care providers. [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.]