Executive functions (EFs) involve a number of interconnected systems that, when compromised, can result in difficulties that affect a child's ability to perform tasks across early childhood settings, including the home and community-based settings. In retrospective research studies, researchers have found that a young child's developmental trajectory will be affected when EF skills are not strengthened and deficits are not addressed. Improving outcomes by targeting EF skills in the preschool years has the potential of buffering or ameliorating EF deficits before the child reaches school age. Professionals and families can benefit from an understanding of EF for children with known disabilities as well as for children who may have areas of concern. Although much more research and evidence based practices are needed across developmental disabilities in young children, it is hoped that with early practice and experience, EF skills can be improved in young children, as these abilities are an essential component of school readiness.