Improving the quality of early childhood programs has become a public policy priority, not only in the United States but also in Canada, Europe, and Asia. As programs are given increasing amounts of public funds, more systematic oversight of program quality is being required. Because many of these programs are conducted under various auspices in a wide variety of settings, including child care centers, public schools, and family child care homes, it is essential to conduct observational assessments using valid and reliable instruments to assure comparable quality. The Environment Rating Scales (ECERS, ITERS, FCCERS) are the most widely used instruments for quality assessment in both the Quality Rating and Improvement Systems (QRIS) and the school readiness programs. Several other classroom observations are also used, including those designed for accreditation by professional organizations (NAEYC, NAFCC, etc.), CDA credentialing, and other instruments. This article offers some points that the classroom staff should keep in mind in order to make the best use of an official assessment and the subsequent feedback. (Contains 2 online resources.)