NIEER‘s Milagros Nores and Erin Harmeyer examined how New Jersey leaders in school districts offering state-funded preschool supported learning at the onset of the COVID-19 pandemic. Many children had access to or were encouraged to engage in activities like reading and music, but participation rates varied. Supports varied in type, frequency, and duration. Nearly two-thirds of districts provided professional development for teachers. However, much of it focused on the technology needed to reach children and families instead of on developmentally appropriate practices or instructional strategies for the online environment.