Over the last two decades, a rising number of families with preschool age children speak a language other than English at home (Espinosa, 2010). Known as Dual Language Learners, or DLLs, they are likely to enter kindergarten already academically behind. This gap persists throughout high school, resulting in vastly different academic and life outcomes between DLLs and their peers (Beltran, 2016; Espinosa, 2013; Gandara et al., 2003). The early years present a pivotal time to interrupt this achievement gap. The research described below shines light on the potential of culturally and linguistically responsive practices and meaningful family engagement as powerful levers to enhance quality early learning experiences for DLLs. (author abstract)