In this report, we profile 27 efforts in 13 states—Alaska, Arizona, California, Colorado, the District of Columbia, Idaho, Maryland, Massachusetts, Michigan, Minnesota, New Mexico, New York, and Washington (and one national effort), highlighting how local communities, states, and tribes are working to nurture the assets and meet the needs of emerging bilingual learners. We profile linguistically and culturally responsive efforts – which we refer to as Bright Spots – that promote and support the development of young emerging bilingual learners, their families, and their caregivers and identify approaches and practices that other states, communities, policymakers, and funders can build upon. These efforts address aspects of the early childhood systems from direct supports for children and families to the education, training, and professional development of early educators as well as quality standards and quality improvement systems. They show the importance of responsive programs and of training, competencies, and standards. They demonstrate the significance of working to change the context surrounding programs and policies by developing shared vision, leadership, public engagement, and family voice and leadership. Furthermore, they display the importance of connections and linkages across systems between early learning and nutrition, transportation, health, and all the family serving systems. (author abstract)