The purpose of the current study is to examine teacher turnover comprehensively by triangulating the experiences of teachers, directors, parents, and children through actual, “real-time” turnover transitions. We intentionally examined turnover with a small sample size (N = 13 classrooms) to facilitate comprehensive data collection utilizing multiple qualitative and quantitative measures and to gain a rich understanding of the implications of teacher turnover on classroom quality, staff, and the parents and children with whom they work. The study utilized an interpretive paradigm to illuminate and juxtapose the experiences of teachers, directors, parents, and children through the turnover transition—as teachers departed and their replacements began. Strategies used to respond to turnover were identified at the program and classroom levels. Implications for early childhood classroom quality and policy are discussed
