Recently, early childhood programs in the United States are serving increasing numbers of dual language learners (DLLs), many of whom have disabilities or are considered at risk. Vocabulary skills in preschool and kindergarten are strong predictors of DLLs' early literacy and later reading achievement. However, DLLs might initially and temporarily show smaller vocabulary in each language than their monolingual peers, as they are simultaneously learning vocabulary in two languages and their vocabulary skills are distributed across two languages. This article focuses on bilingual interactive storybook reading and multimodal hands-on vocabulary activities for dual language learners (DLLs) with disabilities in a language and literacy-rich preschool environment. Embedding these strategies into classroom daily practices, preschool teachers can support bilingual vocabulary development for DLLs with disabilities, even though they might not speak the child's home language. Moreover, they can facilitate bilingual early literacy for DLLs in their inclusive classrooms by collaborating with families, and other bilingual professionals and volunteers.