This paper presents a comprehensive, curriculum-based assessment (CBA) system for preschool education programs. Central to this system, entitled Continuous Assessment and Monitoring of Preschool Progress (CAMPP), is a series of short duration probes of critical preschool skills. These probes are designed to be used in a frequent and repeated fashion to plan instructional strategies and to monitor student progress during an instructional program. The skills assessed by this model are based on functional preschool survival skills, rather than developmental milestones that frequently lack instructional relevance. Results of three single-case studies demonstrated the feasibility and utility of using short-duration probes for initial assessment, to facilitate preparation for transition, and to assess student progress frequently within a functional preschool curriculum. (MDM)