ABSTRACT As childhood chronic conditions rise, it becomes increasingly important for educators to feel prepared to address the diverse needs of these students. This study examined trends in educators’ readiness for chronic conditions by examining pre-kindergarten (pre-K) teachers’ perceived preparedness to support students with asthma, cancer, or diabetes. A survey was conducted with seventy-six pre-K teachers (mean ± SD age = 46.10 ± 10.54 years, 100% female, 50% Black/African American) to evaluate their general preparedness levels and readiness for specific caring behaviors. Repeated-measures ANOVAs, t-tests, and Pearson correlations were run to analyze the responses. The findings indicated that teachers felt more prepared to support children with asthma, followed by diabetes, and then cancer. Moreover, there was a weak positive correlation between teaching experience and preparedness to support these children through various caring behaviors. Educators who reported prior experience with cancer and diabetes were also significantly more prepared for those conditions than those without prior experience. To enhance their ability to support students effectively, early childhood educators should have increased access to professional development opportunities and preservice training that delves into more nuanced topics like childhood chronic conditions. Through these avenues for knowledge obtainment, educators may gain skills that could foster a safer environment for their students.