Questions have been raised about whether parents with limited English proficiency are having difficulty accessing child care and early education programs for their children. Research suggests that quality early care experiences can greatly improve the school readiness of young children. GAO was asked to provide information on: (1) the participation of these children in programs funded through the Child Care and Development Fund (CCDF) and Head Start; (2) the challenges these families face in accessing programs; (3) assistance that selected state and local entities provide to them; and (4) actions taken by the Department of Health and Human Services (HHS) to ensure program access. To obtain this information, GAO analyzed program and national survey data, interviewed officials in 5 states and 11 counties, held 12 focus groups with mothers with limited English proficiency, and interviewed experts and HHS officials. GAO recommends that HHS help states explore cost-effective ways of collecting data on the primary language of CCDF subsidy recipients and that HHS develop means of reviewing how states provide access to CCDF subsidies. In comments, HHS generally agreed with the recommendations and provided additional information on its actions and plans to implement them. Appended are: (1) Scope and Methodology; (2) Analyses of the Effects of Limited English Proficiency on Child Care and Early Education Patterns; (3) Comments from the U.S. Department of Health and Human Services; and (4) GAO Contact and Staff Acknowledgments. (Contains 15 tables and 4 figures.) [This document was produced by the U.S. Government Accountability Office.]