Assistive technology is guaranteed by law to be included when appropriate on individualized education plans (IEP) for young children with disabilities. Yet, the full potential of technology remains unfulfilled due to insufficient knowledge of options available, limited professional development, and a dearth of evidence on its effectiveness for particular daily routines and activities. This article describes a proactive strategy for meeting the needs of young children with disabilities through an assistive technology toolkit approach. Surveys were completed by 38 early childhood special education professionals to assess what assistive technology tools are most useful for working with young children with disabilities. Results indicated that communication and low-technology devices were considered most useful. Discussion focuses on the effectiveness of an assistive technology toolkit that supports the learning, language, and motor development of young children with disabilities. (Contains 3 tables.)