Outcome-based evaluation can be used to substantiate the claims that storytimes in public libraries have positive impacts on young children related to early literacy and school readiness. This phenomenological study describes the experiences and perceptions of youth public librarians regarding outcome-based evaluation. Through a qualitative analysis of the data collected from virtual semi-structured interviews, it seeks to better understand the benefits of and challenges to implementing outcome-based evaluation for preschool storytimes in public libraries located in the Southeastern United States. The findings will increase the field’s understanding of what evaluative efforts look like in this context, with the greater purpose of using that knowledge to improve practice.Master of Science in Library Scienc
