This investigation explored the long- and short-term planning practices of 21 Head Start teachers from three Head Start grantee programs. A structured face-to-face interview protocol was used to gather information about (a) primary purposes for short-term and long-term planning, (b) sources of information the teachers used in their planning, (c) contextual factors influencing planning, and (d) differences in planning for children with disabilities. Descriptive analysis procedures were employed to analyze the data. The teachers engaged in several different levels of both long- and short-term planning. The calendar, the classroom environment, the schedule, and classroom activities appeared to be the primary foci of the teachers' planning decisions across all levels. The teachers primarily used personal files, curriculum books, and other teaching personnel as planning resources for their classrooms. Few differences were reported in the planning process or resources used when planning for children with disabilities. Practice issues emerging from this investigation included individualization, ownership, and cohesive and connected planning systems.
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