This publication highlights opportunities to improve the educational outcomes of Hispanic children at an early age, a time that is critical to setting up the academic success of children. Specifically, this paper examines barriers to quality and access that limit the participation of Latino children and families in preschool and offers recommendations for state and federal policymakers on how to design a high-quality preschool education system that serves all children, including Latinos and English language learners (ELLs). (Contains 59 endnotes.)