This study investigates how program evaluation has contributed to the definition of quality in early childhood programs and what social and cultural conditions have influenced these definitions. First, a review of evaluation reports from the last 3 decades identified three types of quality used to evaluate early childhood programs: (a) outcome-determined quality, (b) standards-based quality, and (c) developmental appropriateness. An analysis of questionnaire responses from evaluators and interviews with early childhood practitioners was also conducted in order to explore underlying social and cultural conditions of each quality definition. The authors conclude that, in order to be valid and meaningful, evaluation of early childhood programs should be based on in-depth understanding of dynamic program processes and diverse stakeholders' perspectives on program quality. Evaluation should challenge and expand the dominant perspectives on early childhood program quality.