Associations between scale scores obtained from a teacher observation-based authentic assessment measure, the "Teaching Strategies GOLD®", and (a) teacher ratings of children's social functioning and learning behaviors, and (b) child performance on external, individually administered direct assessments of academic skills are presented. The sample was diverse and included 299 preschool children attending 51 different Head Start, public pre-k, and private childcare classrooms across 16 centers in the Northeast United States. Pearson correlation coefficients and multilevel modeling were used to assess degree of association. The correlations were generally moderate and in expected, aligned areas. Findings suggest that "GOLD®" is a viable authentic assessment measure that taps preschool children's development and learning. [Partial funding for this research was provided by Teaching Strategies, LLC.]