Current preservice teacher education practice related to data use has been deemed inadequate, in that it is unevenly distributed and often superficial. In response, this article describes a course-based classroom assessment data-literacy experience for preservice elementary teachers. Grounded in extant theory and research concerning data literacy and data use and interventions to promote data use processes among educators, the 6-hour experience involves preservice teacher scoring of teacher-developed assessments, and analyzing, interpreting, and making decisions based on these data. The pedagogical strategy's design (objectives, materials, and activities) and implementation process are illustrated for the reader. It is hoped that members of the teacher education community will adopt or adapt the strategy for implementation with preservice teachers within other programs and institutions. In doing so, teacher educators can provide preservice teachers with rich, in-depth experiences by which to equip them for this salient but difficult facet of their professional practice.