In this technical brief, we report on the use of the Toddler Classroom Assessment Scoring System (CLASS-T; Pianta et al. 2010; La Paro et al. 2012) in the Early Head Start Family and Child Experiences Survey (Baby FACES). We begin by providing a brief overview of the Baby FACES study, including its methodology and approach to data collection. Next, we provide a descriptive snapshot of process quality in center-based settings drawing on observations conducted in Early Head Start classrooms serving 2-and 3-year-old children in Baby FACES. Finally, we document evidence from Baby FACES of the instrument's psychometric properties, including results of factor analyses, internal consistency reliability, and concurrent and predictive associations to child development outcomes and other key indicators of quality. (author abstract)