What is it about cultural diversity that challenges early childhood programs? One factor is that children enter early childhood and early intervention programs from families with a wide range of values and cultural experiences. Sometimes those values and experiences differ from those of the teachers and caregivers in those programs. Another factor is that unfortunately in America today, "minority" status is statistically more likely to be associated with poverty and poor educational outcomes. This means that special efforts are needed to support some children to maximize school success, but also that educators need to be careful and not unfairly characterize an entire group of individuals. Poverty is probably the single factor that most significantly influences success in school and society, irrespective of one's ethnic or cultural background. But racism, discrimination, and perceived minority status also work in subtle yet powerful ways. This issue of "Early Developments" highlights some of the work at FPG designed to meet this need. Topics of interest covered in this issue are: (1) Nuestros Ninos; (2) Taking Up the Challenge; (3) Bringing Diversity to Early Childhood Workforce; (4) Secrets to Success; (5) Social Identity in Diverse Schools; and (6) Finding the Stars in a Multi-Colored Sky. A listing of other FPG Publications, recent new publications, and From Different Worlds concludes this publication. ["Early Developments" is published three times a year by the FPG Child Development Institute at The University of North Carolina at Chapel Hill.]