The capacity and capability of young children to learn more complex language, concepts, and skills in addition to the proven benefits of high quality early learning experiences has created a context for assessment as well as giving rise to tensions about assessment methods appropriate and effective for young children. This mixed-method, qualitative study, conducted in Prince Edward Island, Canada provided a snapshot of the practices and methods of assessment utilized by ECEs and processes developed within early learning programs to support assessment. Insight into the training and support needed for ECEs and early learning programs in the implementation of early learning curriculum frameworks based on sociocultural theories and pedagogies was made visible and created a context in which to move forward within the ECE system to address the training and educational needs of ECEs and to support the leadership development of Program Administrators. Study research findings position ECEs as agents in the implementation and utilization of authentic assessment results for young children.