Current screening and diagnostic practices for identifying young handicapped children were surveyed. Information was gathered on the populations served, the professionals and tools employed in screening and diagnosis, the decision criteria, and the perception of gaps and duplications in services in a state in which free preschool screening and programs for young handicapped children have been available since 1977. Findings were consistent with results from surveys of model early childhood programs. The results indicated a heavy reliance on a limited number of instruments for screening, even though the technical adequacy of several of the instruments is questionable. The special educator was the professional most often involved in conducting preschool developmental assessments. Other findings and several issues related to early childhood screening and diagnosis are discussed.