The growing diversity of populations with greater access to publicly funded Pre-K increases the need to accurately identify young children as dual language learners (DLLs) prior to kindergarten. Determining children's home languages and level of proficiency in English and their home languages early in the enrollment process, enables teachers and administrators to make better decisions regarding children's language strengths, and appropriate developmental and instructional goals (Wright, 2014). This brief addresses the questions: How are states identifying and assessing young DLLs? What policies and practices are in place? What assessment measures are appropriate and effective? It examines state policies requiring the identification of DLLs in Pre-K, and current practices in home language surveys and language proficiency assessments. (author abstract)