This brief describes the complex landscape of DLL policies, priorities, and populations served in California’s early learning programs. Specifically, we describe the linguistic diversity of children and staff in early learning programs that serve DLLs; programs’ beliefs, policies, and priorities that guide their support for DLLs; and their general approaches to instruction and support for DLLs. Findings reinforce the California Master Plan goals of providing more professional development, guidance, and access to teaching resources for educators to help them deliver high-quality, effective early education for DLLs. (author abstract)