Central to educating young children well is assessing them well--diagnosing, each child's unique talents, skills, and knowledge. Early childhood educators do this in an effort to individualize children's programs, creating tailor-made lesson plans and experiences that fit each child's needs. To do a good job of assessing young children whose home language is not English requires skill, sensitivity, and knowledge--knowledge of a child's culture and language, in particular, and also requires appropriate, effective tools, which are currently lacking. Additionally, there is not enough in the way of financial resources, articulated mission statements, community and political awareness, and professional development opportunities. To address these challenges the National Association for the Education of Young Children (NAEYC) has released "Screening and Assessment of Young English Learners" (2005), a set of recommendations focused on this group of young children. This article defines seven of these NAEYC recommendations: (1) Using screening and assessment for appropriate purposes; (2) Culturally and linguistically appropriate assessments; (3) Characteristics of assessments used to improve instruction; (4) Using standardized formal assessments; (5) Characteristics of those conducting assessments; (6) The role of the family in the assessment of young English-language learners; and (7) Needs in the field.