The North Carolina (NC) Teacher Evaluation Process (TEP) is used to evaluate Pre-K – 12th grade teachers. Early Childhood Educators (ECEs) who have obtained Birth - Kindergarten licensure are unique in that they work with children with and without disabilities and their families. Previous research has suggested that teachers may benefit from professional development and coaching support. The Early Education Support, Licensure, and Professional Development (EESLPD) office’s conceptual framework includes strong, evidence-based coaching components to support ECEs who work in inclusive, Pre-K and Developmental Day early childhood classrooms in NC. This research project uses qualitative research methods to investigate ECE perceptions regarding coaching support received as well as quantitative methods to explore areas of the NC TEP that ECEs are making progress or not. The quantitative methods used in this study will further support information gathered during the qualitative phases of this research project.