This 20-year follow-up study examined elementary special educators' use of curriculum-based measurement. Elementary special educators (N = 1,077) in four Midwest states participated in the survey. Results indicated that the overall use of CBM was much higher than 20 years ago with reading CBM as the most prevalent area of monitoring with data used primarily for progress monitoring and prereferral. The need for professional development and district leadership in the area of CBM is persistent over the 20-year time frame. In addition, time continues to be reported as a barrier for CBM implementation.