Early childhood practitioners are increasingly attending to the unique needs of preschool Latinx dual language learners in an effort to provide culturally and linguistically responsive assessment and services. Universal screening within schools is considered one way to provide equitable access to identification for mental health services; however, investigations of measurement invariance are needed prior to widespread adoption. Measurement invariance analyses allow an examination of whether translations or adaptations of assessment instruments measure the same latent constructs in the same manner across culturally and linguistically divergent populations. This study examined the measurement invariance between English and Spanish versions of the BASC-3 Behavioral and Emotional Screening System Parent Preschool form using a sample of Latinx respondents (N = 351). A two-factor oblique model with a combined Internalizing/Externalizing Risk factor and an Adaptive Skills Risk factor yielded marginally adequate fit in both the English and Spanish samples. Results supported configural, metric, and partial scalar invariance of the two-factor oblique model. Given that previously identified factor structures and full measurement invariance across languages were not supported, additional validity evidence is needed. The Spanish version of the Parent Preschool form should be used with caution and in conjunction with other data on children’s behavioral and emotional functioning. Implications and future directions are discussed. (author abstract)