Many programs face difficulties engaging with immigrant and refugee parents who often require support building U.S. cultural and systems knowledge and in overcoming English language and literacy barriers. These difficulties have been exacerbated in recent years as adult basic education and English instruction programs--which early childhood programs such as Head Start had previously relied on to support parents in need of these skills--have been significantly reduced. Against this backdrop, the National Center on Immigrant Integration Policy (NCIIP) at the Migration Policy Institute (MPI) conducted a study to determine the unique needs of newcomer parents across the range of expectations for parent skill, engagement, and leadership sought by early childhood education and care (ECEC) programs, and strategies undertaken to address these needs. The study's mixed-methods approach included field research in six states, expert interviews, a literature review, and a sociodemographic analysis. The report's findings underscore the urgent need to address barriers facing low-literate and Limited English Proficient parents of young children, and to act on policy opportunities for more broadly improving the quality of parent-focused efforts in the ECEC arena and their relevance to the needs of diverse families. (author abstract)