This study investigated the extent to which early education classrooms across Indiana implemented evidence-based practices and how well the classrooms of different types of early education programs in our state compared with one another. Evidence-based effective curricula increase children's learning compared to those that are not effective. This article addresses the question: "Are the curricula used by the teachers effective?" The 81 participating classrooms included 28 in licensed child care centers, 27 in Head Start, and 26 in public school prekindergarten. Of the 81 classrooms, 80 teachers responded to the question: "What curriculum or curricula do you use in your classroom?" We used a three-step process to determine whether each response named a curriculum based on the Head Start definition; whether studies of the curriculum met the What Works Clearinghouse (WWC) guidelines for being evidence-based; and if the WWC reviews identified the curriculum as effective in increasing children's learning. Findings revealed that only 2 of 80 responding teachers used a curriculum determined by WWC to be effective. Other teachers used curricula that did not meet the Head Start definition, used curricula that did not meet the WWC standards for evidence, or used curricula with evidence but that were ineffective. These findings suggest that administrators and teachers should opt for a curriculum determined to be effective and to choose whether the curriculum will be math- or literacy-based since no comprehensive curriculum has been determined to be effective. A challenge for implementation is that the WWC has shown only five curricula to be effective. (author abstract)