In response to increasing numbers of young dual language learners (DLL) in American early childhood programs, teachers and administrators have made many and varied attempts to address the unique needs of this population. Educational success for DLLs comes through skilled educators who address relevant content through high-quality programs and practices. The challenge is to create a policy framework that can support "the who" (teachers), "the what" (early learning standards), and "the how" (evidence-based practices). The authors recommend beginning with a policy framework that includes (a) early learning standards, (b) professional standards, and (c) program standards. Early learning standards describe what children need to know and be able to do. Professional standards describe what professionals (teachers, assistant teachers, paraeducators, early interventionists, home visitors, etc.) should know and be able to do. Program standards describe how early childhood programs (and the professionals working in them) should operate. Clear policies across the array of social and educational services are needed to promote the kinds of practices that best serve children. When policies are put into place, they embed ideas of best practices into systems, so doing the right thing is not dependent on lone heroes or outside advocates. Policy work is an expression of intentionality, and intentionality does not exist apart from clear goals and a plan to realize them.