Dual language learners (DLLs) – young children learning and developing in multiple languages – make up nearly-one-third of the population of public preschool attendees in the U.S. Yet despite the large number of DLLs attending the nation’s largest public preschool programs – Head Start and state-funded public pre-k – little is known about DLL families’ patterns of selection into each program, nor about the relative benefits of each program for DLLs’ early learning. The present study uses contemporary data from a mixed-delivery system of public preschool in Tulsa, Oklahoma to examine predictors of attending Head Start or Tulsa Public Schools (TPS) pre-k, as well as whether program type is associated with differences in DLLs’ kindergarten entry skills. (author abstract)