Identifying effective literacy interventions for teachers of very young children is important, but it is not easy. In this case study, we share our experiences implementing a quasi-experimental evaluation of an early literacy program. We describe the design and context of the study and discuss three key issues that we encountered with data collection, analysis, and interpretation: (1) higher than expected participant attrition, (2) difficulty assessing cause-and-effect relationships between the intervention and outcomes, and (3) challenges related to interpreting findings. In this case study, we explain strategies we used to address these and/or what we learned about implementing a quasi-experimental study of an early childhood educational intervention. Recommendations for doing a quasi-experimental study in community settings such as early childhood educational centers include being prepared for attrition and its impact on sample size, acknowledging the importance of interpersonal aspects of data collection with families, determining data requirements when establishing a comparison group through matching, evaluating program implementation as part of the study, and collecting multiple types of data from multiple sources. [This content is provided in the format of an e-book.]