This issue highlights six distinct studies. The first study examines the inclusion of literacy props and teacher mediation on the literacy behaviors of young children. The second explores the relationship of amount of talk, diversity of talk, and complexity of talk on the language acquisition of young preschool children who are learning a second language. The third investigates the processes regarding the referral, evaluation, and placement of preschool second language learners into special education programs. The fourth describes a community-based intervention to facilitate the school readiness of Latino children. The fifth provides data on a common observation tool and its relationship to classroom quality for infants and toddlers in inclusive and noninclusive classrooms. The sixth investigates the role of teacher behavior in social skills training programs for preschool children with and without disabilities. This column briefly summarizes the content of the articles and suggests implications for the research as well as future research studies.