The first step in documenting children's progress toward important goals, such as developing strong oral language and early literacy skills, requires measurable outcomes. Measurable outcomes contribute to teachers' understanding of whether the gains they observe in children are meaningful by adding quantitative evaluation of a child's progress toward identified goals to their anecdotal observations. Collecting information about children's growth and developmental progress regularly and systematically can assist teachers in making timely instructional decisions that will support children's continued development, thus promoting early school success. The purpose of this article is to describe a procedure for monitoring young children's growth and development as illustrated through the important learning domain of early literacy. First, a brief rationale for using general outcome measures (GOMs) for progress monitoring is provided followed by a definition and description of the general outcome measurement approach. Second, strategies for the use of currently available preschool early literacy GOMs are discussed. Specifically, suggestions on how to use the data to inform instruction are also presented. (Contains 3 figures.)