In recent years, a new movement to raise awareness about early math learning has been growing in the U.S., driven by research showing that foundational math knowledge is more predictive of later success in school than nearly any other indicator, including literacy. This awareness of the importance of early math has led to an increasing focus among funders, researchers, and educators on understanding how to effectively promote development of math skills in early childhood -- both in educational settings and in the home. Any effort to improve opportunity gaps in U.S. education must include attention to the needs of dual language learners (DLLs), defined as young children between the ages of 0 and 8 with at least one parent who speaks a language other than English at home. Many DLLs are faced with socioeconomic opportunity gaps and an education system designed for monolingual students. These factors likely contribute to the disparities in early math achievement for DLLs that are evident as early as kindergarten and persist throughout the academic career and beyond. This report sets out to begin addressing the gap in knowledge about effective strategies to promote early math learning for DLLs in educational settings and at home. The report begins with an overview of the importance of early math learning, followed by an overview of math achievement among DLLs nationally and in California. Next, the authors examine existing evidence about effective and promising practices for supporting DLLs' early math learning in school and for engaging DLL families in early math at home, including profiles of two organizations that embody the lessons they identify for supporting DLLs' early math achievement. The following section highlights research, policy, and practice gaps and opportunities related to promoting early math for DLLs. Finally, the authors offer recommendations for opportunities for improving support for DLLs' early math achievement in research, policy, and practice.