Screening young children for physical, emotional, behavioral, and learning problems has received a great deal of attention since passage of P.L. 94-142. However, screening requirements and practices have not been examined on a stateby-state basis. To fill this gap, state education agencies were surveyed about early school screening requirements. Forty-nine states and the District of Columbia responded, giving information about timing, sources of data, and content areas of screening programs. Responses indicate great variation at the state and local district levels, and confusion of screening with evaluation. The results are discussed in relation to research findings from an ongoing longitudinal study. Implications for program design, planning, and research are presented.In 1975, with the passage of P L. 94-142, Congress recognized the responsibility of federal, state, and local governments to meet the educational needs of all children, including those with handicapping conditions. In order to qualify for federal funds under the law, states must ensure that &dquo;all children residing in the State who are handicapped, regardless of the severity of their handicap, and who are in need of special education and related services are identified, located, and evaluated&dquo; (20 USC 1412 §612.