Rich linguistic environments (RLEs) are essential to support child and language development in early education settings. Characteristics of RLEs include high-quality language, prosody (fundamental frequency-f0 variation), and interactions between the teacher and children (increases in turn-taking, number of contingent responses, and open-ended questions). We currently lack a quantifiable way to assess teacher language to provide clearer feedback to enhance early learning environments. The aims are threefold: 1) to quantitatively assess the quality of teacher language, 2) to analyze prosodic variation across a typical day for a preschool teacher, and 3) to investigate connections between teacher language and prosody. Audio data were recorded from preschool classroom teachers from 5 different sites (preschool teachers of 3-4-year-old children; n=10). Each teacher was recorded for two days (4-7 hours/day). Each participant completed a background survey and a daily activity log. The recordings are transcribed to analyze language (MLU, number of questions, number of different/total words, number of turns) and prosodic characteristics (f0 variation; prosodic contour shapes). Data from this study aid in understanding RLEs and provide a method to systematically capture teacher language in a more nuanced manner.