Data-based decision making should be the driving force in any early care and education setting. Data usage compels early childhood practitioners and leaders to make decisions on the basis of more than just professional instinct. This article explores why early childhood schools should be using data for continuous quality improvement at various levels, the necessary infrastructure and culture that are foundational for it to be done effectively, how to create and use data-based decision-making cycles, and the positive outcomes that result from implementing these cycles. (author abstract)