This brief is based on the data collected from a pilot study on Hispanic children and their access to ECE in Washington, DC, that was completed in concert with DC Action for Children in the spring of 2014. It draws on existing research, census and school data, reports from the Office of the State Superintendent of Education (OSSE) and interviews with early childhood practitioners, administrators, and government officials with experience serving the Hispanic community. These interviews allowed for an exploration of the barriers to Hispanic access that are harder to quantify, or analyze through data alone, like cultural values. (author abstract)