In 2012, we initiated a study to investigate how well early education programs in Indiana were doing. We were interested in seeing how well our classrooms performed in relation to other states and to one another. We also wanted to see how well our practices aligned with the considerable research evidence documenting effective early education practices that has emerged over the past 10 years. This brief summarizes the methods we used to conduct our study, the results, and a brief discussion of the implications of our findings. We hope that the information we gained from this study benefits both policy makers and classroom practitioners. For policy makers, our goal is to establish a comparative baseline of program quality from which clear directions and decisions can be made to enhance preschool services in Indiana. For practitioners, our hope is that the insights we made about the presence (and absence) of evidence-based early education practices can inform decisions concerning classroom schedules, curricula, and teaching practices. (author abstract)