In this study, we describe teachers’ perspectives and practices in a small sample of TK classrooms in California to understand how teachers support 4- and 5-year-olds broadly, as well as their DLLs. Specifically, the study team conducted teacher interviews and classroom observations in a sample of TK classrooms across the state to identify common practices, supports, and strategies used in TK classrooms and additional resources that TK teachers may need. (author abstract)