Children of immigrants have lower rates of participation in early care and education (ECE) settings in the year before they enter kindergarten than do children of native parents. There is a dearth of research examining factors associated with the ECE type that immigrant families select for their children. Using data on immigrant families from the ECLS-B (N ~ 2500) this study aims to fill gaps in the literature by examining associations between immigrant, family, child, and contextual characteristics and patterns of ECE type at age 4. The results show significant differences in ECE type related to parental region of origin that were reduced when characteristics of families and contexts were taken into account. Findings highlight the importance of considering factors that may be especially salient for immigrant families, including household English proficiency, parental citizenship status, parental preferences, and availability of non-English speaking care providers. (author abstract)