This paper reports on the application of Q-sort methodology to the development of the Preschool Classroom Practices (PCP) Q-sort. The PCP Q-sort was tested in a sample of 66 preschool teachers and assistants. Results demonstrated the existence of a 2-cluster structure within the Q-sort, comprised of Cognitive Development Activities and Socioemotional Development Activities. Specific properties of the PCP Q-sort, including cluster means, demonstrated consistency across both samples and time. Preschool teachers reported engaging in significantly more Socioemotional Development Activities than Cognitive Development Activities. Relationships to classroom observational measures are presented. Application of the PCP Q-sort as a measure of classroom practices and implications for preschool curriculum are discussed.