Linda Wright is a Tennessee working mom. She had been taking her daughter to childcare for a long time but felt that there were not enough educational opportunities or stimulation in that setting. "I wanted more structure for her, a real warm up for kindergarten; so my daughter would know what was expected."

In order to give her daughter that "head start opportunity," Mrs. Wright looked into the different programs in her area. The more she learned about the benefits of pre-k, the more committed she was to finding a program for her daughter. "I felt really strongly about what it would offer her and what it would mean for her through school."

Tennessee is still building its pre-k system; so, Mrs. Wright had to navigate a maze of cobbled-together offerings to find a placement for her daughter.

First, Mrs. Wright entered the state's paid-pre-k lottery, but she was not selected. Then, she did more research, and it turned out she was in an unusually advantageous position. She actually had two options. Tennessee provides pre-k for the children of hospital workers. So, because Mrs. Wright is employed at a local Baptist hospital, her daughter was eligible for that program. However, her local school also happened to be zoned for the Park Avenue Enhanced Options pre-k program. She chose this program for her daughter.

"It was a really lucky break," she says. "My daughter's school is one of only five. If you're not zoned or with a particular type of organization, like the hospitals, it's childcare or private school."

Mrs. Wright also notes that it's not only limited options that prevent parents from sending their kids to pre-k. "The new bill," she says, referring to legislation passed in 2005, "will expand the opportunities, but a lot of people just don't know it's out there. They try the lottery, and if they don't get in, they think that's it." Despite the difficulties, Mrs. Wright encourages parents to investigate their options.

Mrs. Wright is very impressed with her daughter's pre-k experience. She admits that she didn't know what reasonably to expect from a small, public program, but the results were just what she'd hoped. "The teachers," she says, "are serious about preparing kids for school. Their time is structured and they use an age-appropriate curriculum. They really were teaching pre-courses for kindergarten. You could see they had a plan, and they followed it."

Her daughter has developed language and other skills while in pre-k, and Mrs. Wright is naturally pleased about that progress. Yet, she says the most important thing her daughter gained is new enthusiasm for learning. "She was in an environment where she saw other kids learning, and I can see that she is really wanting to learn more."

Though Mrs. Wright is insistent that she's "just glad my daughter had the opportunity to experience pre-k with a wonderfully dedicated teacher," she also admits to showing off to family and friends. In particular, she says, "I was amazed how fast she learned the Pledge of Allegiance, and I did have her reciting it for everyone."

Mrs. Wright says, "when you're working full-time and can't always be with your children, it's reassuring to know they're in good hands." And her job meant she struggled to visit the classroom during school hours. She knows they welcomed parents and wishes she could have participated more often. She was grateful for the flexible parent conferencing and frequent notes sent home to keep her apprised of her daughter's progress.

"The more time a parent can spend in the classroom the better, but," she adds, "even if you can't be there, make sure your child is. Pre-k is so important and beneficial. I highly recommend it. It's the right thing for anyone who wants their child to be more prepared and have better chances."