Assessment and decision-making practices of a national sample of 60 teachers serving handicapped preschool children were examined. Teachers were surveyed regarding the assessment information they and other professionals collect on their students and how they use it in educational programming. It was found that teachers used behavioral observations as a basis for making decisions more often than any other single source of information. Criterion-referenced measures provided the information used most often in developing individualized education programs (IEPs) and in monitoring student progress, while progress on previous IEP objectives was used most often in changing IEPs. Although it appears that evaluation and monitoring procedures exist, the extent to which they are used systematically or regularly is questionable. Teachers of handicapped preschool children do not engage regularly or systematically in direct and continuous monitoring of pupil progress. The survey instrument is appended. (Author/CL)