We utilized a mixed methods design to analyze responses to a U.S.-distributed survey regarding early childhood professionals’ (N = 1,047) use of culturally and linguistically responsive practices during the initial evaluation for early intervention or early childhood special education. Findings from the fully mixed concurrent equal status mixed methods design showed that personnel used some culturally and linguistically responsive evaluation practices, such as using interpreters and asking families about language use and routines at home. Other culturally and linguistically responsive evaluation practices were used by fewer than half of survey respondents. Participants noted a lack of bicultural and bilingual staff, training, materials, and other supports for implementing culturally and linguistically responsive evaluations. We discuss the need for ongoing efforts to ensure equitable access to early intervention and special education services for racially and linguistically marginalized young children. (author abstract)