In the past 15 years, the need for quality school-age child care has combined with concerns about children's academic performance, delinquency, and safety to create tremendous momentum around out-of-school time (OST) programming. Public funding for programs has simultaneously increased, bringing greater demand from policymakers and private funders for better information about whether, and when, OST programs are a cost-effective way to improve children's outcomes. Though OST programs receive a lot of attention, it is often hard to find even basic information about the types of programs operating, the amount of exposure children have, and the remaining demand. This article provides a clear picture of the changing landscape of afterschool programs. The authors use a variety of well-respected nationally representative data sources--with information from parents and from school administrators--to document trends in three areas. First, they highlight trends in program availability and use, showing trends in the percentage of children attending OST programs and the percentage of schools offering programs. Where possible, they highlight trends for policy-relevant subgroups such as low-income children and African-American children. This information helps in understanding children's exposure to OST programs. Second, the authors provide information about trends in the types of programs that are operating. They highlight the changes in the proportion of programs that are school-based, the varying focus of school-based programs, and variation in the hours these programs operate. This information helps in understanding what children are experiencing when their parents report that they attend "an after-school program." Finally, the authors use a relatively new data source to contribute information about unmet need for programming.