While much has been written concerning the impact of NCLB on students, teachers, parents, administrators, and policies makers in general, little has been documented about the impact of NCLB on urban early childhood educators' literacy practices in particular. The purpose of this paper is to present the preliminary findings from a research study that examines urban early childhood educators' perceptions of NCLB on their literacy practices. An on-line survey was administered to 47 urban early childhood educators in grades P-3 in an urban school district in the Midwest part of the United States of America. While a significant percentage of the teachers surveyed perceive that NCLB has had a largely negative impact on curriculum, literacy instruction and student achievement overall, it has, nonetheless, led to a more rigorous curriculum in their classrooms.