The paper explores issues in educating young children from minority language backgrounds who exhibit a special need. An overview of language development and use reviews the need for four types of skills and knowledge: grammatical or linguistic command of a language, sociolinguistic competence, discourse competence, and strategic competence. Programing implications for minority language preschoolers are noted, including the importance of developing a strong, stable first language before introducing English as a second language. A review of existing resources and programs cites trends, including the emphasis on moving from the primary language into English as quickly as possible with limited data on proficiency skills to support this process. Issues for further study are identified in assessment and diagnosis, program services, staffing, and curriculum materials. Six recommendations are offered, including that young children should be taught about their culture in the preferred language of the family and community. (CL)