How do very young children develop a sense of identity and belonging culturally, and how can this sense be supported by early care and education teachers and programs? This article examines literature associated with identity and belonging in early childhood and how those who work closely with children and families can incorporate best practices into daily routines and procedures. The authors share several practices from the A. Sophie Rogers School for Early Learning at The Ohio State University, a high-quality program serving children and families who are economically and culturally diverse.