While partnerships including meaningful, two-way, parent-teacher dialogue about young children during early childhood program and school meetings are critical, linguistic differences between bilingual parents who are immigrants and early educators can impede communication and lead to inequitable services. In this article, we focus on one aspect of linguistic differences for educators and bilingual parents: English-language adjectives used by teachers to describe young children. We highlight aspects of adjectives, their uses, and cultural contexts to illustrate potential misunderstandings that may lead to not only miscommunication but also challenges to partnerships and equitable early childhood service provision. Subsequently, we present recommendations to foster meaningful dialogue and greater understanding between educators and bilingual parents who are immigrants when dialoguing about young children.