The IFSP is both a document and process for developing, implementing, and evaluating the supports and services delivered to infants and toddlers with disabilities and their families eligible under Part C of the Individuals With Disabilities Education Improvement Act (IDEA; 2004). Recently, researchers have defined IFSP quality based on five substantive components, namely: (1) functional assessment, (2) functional outcome writing, (3) linking functional outcomes to service decisions, (4) integrating service delivery, and (5) monitoring progress (Ridgley et al., 2011). Despite what is known about best practices in the IFSP, there is a continued need for supports (e.g., technical assistance) to enhance the quality in implementation. This article describes concerns or challenges around the IFSP components that (Early Intervention) EI practitioners and families have expressed. Guidance and recommendations for practitioners and families on quality IFSPs based on these five components of quality (Ridgley et al., 2011) are provided. Also provided are checklists that practitioners and families can use (see Appendices A and B, respectively) to guide the development of quality IFSPs in all aspects of the process and product.