This study explores how early childhood education programs are collecting and using data, how they would like to use data, how they could use the data that they have, and the challenges they face in these efforts. Administrators and teachers at seven preschools in a mid-sized city in the Northeast Region were interviewed about their data practices. Participating preschools used a variety of externally and internally developed systems to collect data on early learning outcomes, dosage (the amount of time children spend in early childhood education), and classroom quality. The preschools also provided data on early learning outcomes and dosage to parents, but some administrators and teachers had concerns about effective strategies for communicating findings from the data. The preschools reported collecting sufficient data and generally do not want to collect more data. (author abstract)