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Given the importance of early mathematics instruction and curricula for preventing mathematics difficulties in later grades, it is necessary to identify effective mathematics curricula and instruction to ensure that children become proficient in early mathematics content and procedures. Everyday Mathematics (EM), was reviewed by the What Works Clearinghouse and is reported to have “potentially positive effects” on students’ mathematics achievement. However, most of the studies that have evaluated EM have used quasi-experimental designs or are small-scale randomized control trials. This study reports the preliminary year one findings for Kindergarten and 3rd grade cohorts of the first scale-up evaluation of this widely used curriculum. The results of this study will contribute to understanding whether EM is effective in promoting mathematic proficiency in the elementary grades when implemented “at scale” with typical “real world” levels of support. The study was designed to address research questions in the following areas: (1) Overall Impacts: Does school-level assignment to the “Everyday Mathematics” curriculum intervention produce stronger effects on math achievement than assignment to the “business-as-usual” control condition? (2) Impacts by Subgroups: Is there significant variation in the outcomes of “Everyday Mathematics” or do the effects reliably replicate across student subgroups, the sampled classrooms/teachers, schools, and districts? (3) Fidelity of Implementation: To what extent was the intervention delivered as the curriculum developers indicated it should be implemented? Was there significant variation in implementation fidelity of Everyday Mathematics among the classrooms/teachers, schools, and districts? In what ways were “Everyday Mathematics” students’ experiences similar or different to those of students in the control condition? (4) Proximal Outcomes as Moderators of Impacts: Is there a significant relationship between proximal student and teacher outcomes, such as fidelity of implementation or student motivation/engagement, and student math achievement outcomes and does this relationship vary by classrooms/teachers, schools, and districts? Early preliminary results indicate no statistically significant impacts of EM after one year when implemented at scale relative to business as usual math programs in a sample of 48 schools. Tables and figures are appended.