Family members and educational teams frequently participate in planning, implementing, and evaluating programs for young children with disabilities and those at risk for academic and behavior difficulties. Decision making should incorporate an integration of best available research evidence along with practitioners' and families' beliefs and values. Decision making typically focuses on three main areas: (1) developing goals based on strengths and concerns of the child and family; (2) identifying intervention procedures and strategies to be used; and (3) having a procedure to evaluate intervention outcomes. Even though the need to address these areas is often clear for all parties, defining "appropriate" goals, procedures, or outcomes is a challenge. The notion of "social validity," which "generally refers to whether the focus of the intervention and the behavior changes that have been achieved meet the demands of the social community of which the individual is a part," has contributed greatly to meeting this challenge. Assessment of social validity involves receiving feedback from consumers of intervention programs to guide program planning and evaluation. Given the potential benefits of social validity assessments, educators of young children need to be informed about methods and measures of social validity that are appropriate for early childhood programs. The authors provide information about appropriate methods and tools for conducting social validity assessments in early childhood programs. The first section of this article describes three levels of social validity. A discussion of its rationale and relevance to early childhood programs is presented next, followed by a description of methods to assess social validity. Finally, a case study illustrates the process of social validity assessment. (Contains 5 tables.)