The increase in numbers of children and families who are culturally and linguistically diverse served in early intervention and early childhood special education requires greater awareness and use of family-centered and culturally responsive practices. The purpose of this study was to identify the training needs, challenges, and level of preparation received by early childhood special education professionals working with children and families who are culturally and linguistically diverse. Five hundred seventy-four early childhood professionals responded to a comprehensive electronic survey. Identifying appropriate assessment instruments for assessing children who are culturally and linguistically diverse and working collaboratively with families who are culturally and linguistically diverse were reported as the most important training needs. The recommendations for preservice and inservice training programs are reported. (author abstract)