The Part C of the Individuals With Disabilities Education Improvement Act (IDEA, 2011) supports service delivery that recognizes cultural and linguistic diversity, which often involves the use of interpreters and translators, §303.321(a)(5) and 303.321(a)(6). Therefore, it is essential that early intervention/early childhood special education (EI/ECSE) programs accurately identify children who are English Language Learners (ELLs) and understand their language proficiency in English, as well as their home language, to provide individualized and comprehensive services. Moreover, EI/ECSE service providers need to develop strategies and take a leadership role in working with interpreters to provide family centered practices throughout service delivery. The purpose of this article is twofold: (a) to increase awareness and understanding of the complexity of interpreting in EI/ECSE settings, and (b) to provide practical strategies and techniques that EI/ECSE service providers can implement in their programs to effectively collaborate with interpreters.