Research has consistently demonstrated the importance of early literacy instruction, as these skills are the developmental precursors to conventional reading. In this study, 215 early childhood educators in two states responded to a survey regarding early literacy curricula and assessment. Results indicated that most teachers used either a commercially available general or literacy specific curriculum, despite the fact that most of these programs do not have adequate research support to document effectiveness. Furthermore, the majority of teachers reported use of teacher-made assessments to monitor student progress in these curricula. Generally, teacher-made assessments have been proven psychometrically unsound, which may indicate that they are not accurate indicators of student progress. Given the importance of early literacy skill acquisition, future research should be conducted to explore the efficacy of different commercially available curricula and to identify the most valid means for monitoring student progress.