In order to develop high-quality early education leaders, policymakers need to first attract them to the field and then give them the supports they need to remain. This means providing them with adequate compensation, comfortable working conditions, and the resources to do their jobs well. Leader compensation should reflect their level of training and education, as well as the complex nature of the job. Retaining effective principals and center directors is essential to program quality and ensures continuity for program staff, families, and, most importantly, children. State policies around compensation and work supports can influence whether leaders stay in the field.