Achievement and disciplinary inequities between students from racially and ethnically diverse backgrounds and their White peers have been documented for decades in U.S. public schools. Researchers have documented that some racially and ethnically diverse students enter school with weaker academic skills than their White counterparts. Further, recent reports show inequities in disciplinary sanctions as early as preschool, with Black students experiencing significantly higher rates of suspension than their White peers (U.S. Department of Education, 2014). Several early childhood initiatives have been developed to address these educational disparities. Access to these initiatives, which include high-quality early childhood programs, is often limited for racially and ethnically diverse children. This article reviews preschool achievement and discipline disparities data, the status of early childhood initiatives in the United States, and implications for school psychologists as agents of social justice in early childhood settings.