Data-driven decision making (DDDM) is an increasingly important innovation at all levels of the education system, including early childhood care and education (ECCE). This multisite, qualitative case study was designed to investigate the practice and ideology of data use at early childhood centres in the Caribbean island of Tobago. We analyzed DDDM using a sociological lens of practice and ideology as described by Lofland, Snow, Anderson, and Lofland (2006). We gathered evidence using focus groups, field notes, and documents at three kinds of centres in the island of Tobago: government, government-assisted, and private. We found that participants highly valued using multiple measures but privileged observational data, which they considered more valid in the context. Although data use was highly valued, levels of formalization and standardization were low across sites. The greatest challenge to practice, however, was the lack of training opportunities in the system. Nevertheless, there were instances of new practices adopted at some sites and collaboration was common. Practitioners generally adopted a formative ideology, although in several encounters feedback to students and parents was limited. The lack of quality professional learning and limited resources in the system severely limited practice and reduced organizational learning. Greater opportunities for professional learning for data use must be provided at site and system level.