Early childhood education programs in California have a crucial role to play in preparing dual language learners to enter kindergarten with the skills they need to succeed in school and beyond. The reason is simple: there are more dual language learners under the age of 5 in early childhood education programs in California than anywhere else in the country. This gives these programs--from infant care to preschool--an outsized opportunity to shape the futures of these children, with social and economic implications for the future of the state and the nation as well. In recent years, California has taken the lead nationally in promoting a variety of strategies for ways that early learning programs can more effectively serve these children. The state is now at a pivotal moment in the implementation of a range of reforms that are putting additional pressure on educators to ensure that dual language learners succeed and on state leaders to provide the necessary resources. Most of the focus is on dual language learners and preschool, which primarily serves 3- and 4-year-olds. Attention also needs to be placed on the role of child care providers serving infants and toddlers, an equally important age for language development. As a recent PACE report noted, it "is a moment of immense opportunity to examine and shape English learner policy and practice in the state." For that reason, it is essential to revisit strategies--and devise new ones--to strengthen the role of early education programs in promoting the greater success of dual language learners. This report identifies key challenges facing these programs, and describes some strategies to tackle them. [Sarah Tully also contributed to this report.]