School district leaders are faced with numerous decisions in the administration of America's schools. One crucial decision that must be made is the selection of elementary reading or math curricular materials. The curricular materials purchased for classroom use are often influential in determining instructional practices and often guide the course of instruction throughout the school year. In addition to instituting rigorous accountability standards for school districts, the No Child Left Behind (NCLB) legislation enacted in 2002 also called on school district administrators to base educational decisions on scientifically based research. Numerous obstacles exist, however, to the utilization of scientifically based research (as defined in NCLB) in the selection of curricular materials. This research was undertaken in an effort to systematically examine the curricular materials selection process in a purposive sample of Missouri school districts, in the hopes of providing descriptive data regarding practices, policies/procedures, and evidence utilized in decision-making. An attempt was also made to examine variation in practices by specific variables.