The growing use of the term "evidence-based" in conference presentations, web sites, journal articles and grants announcements suggest definitive answers to a host of practice-related issues. The purpose of this paper is to address the questions of: (1) defining evidence-based practice; (2) how evidence-based practice differs from other practices; (3) the emergence of the current evidence-based practice movement; and (4) impact to the early childhood field. The authors propose defining evidence-based practice for the early childhood field as a decision-making process that integrates the best available research evidence with family and professional wisdom and values. Evidence-based practices are distinguished from guidelines or other practices by being decision-making processes rather than tangible written recommendations; and by focusing more on local circumstances, consumer values, and knowledge about individual children and families. Although acknowledging challenges in adopting an evidence-based practice approach to early childhood, the authors conclude that promoting the systematic dissemination of the known, drawing attention to the need for more scientific rigor, and advocating for increase participation among consumers, will respond to many significant problems in the field. (Contains 1 figure and 4 tables.)