To better understand the language environments of early childhood education (ECE) classrooms with dual language learners (DLLs), we examined the frequency with which adults use various language facilitation strategies, potential classroom characteristics that may predict teacher strategy use and the impact that teacher strategy use may have on DLL children's lexical and morphosyntactic skills. The study included 21 preschool classrooms and 69 children from a Latine background who spoke Spanish at home. Classroom observations were recorded at three different timepoints in one school year. A total of 14 strategies were of interest: English-General (n = 5), Spanish-General (n = 5), and DLL-Specific (n = 4) language facilitation strategies. (author abstract)