The field of early childhood education is amassing a body of research to inform policy and practice for preschool through 3rdgrade children who are learning two languages(or dual language learners (DLL)). However, there are still many holes in the information base which seriously impairs stakeholders from making data-‐based decisions. Thus, using the information being generated in the current policy context requires going beyond research to analyzing promising approaches and practices. In this paper, we summarize the research literature and promising practices that have direct utility for understanding the policy levers and policies that may enhance or impede services to young DLLs. We make recommendations for investments and potential policy approaches at the local, state and federal level and for further policy research. We organize the body of information into the following three major categories of policy and practice: 1) access to P-‐3 services, 2) quality of those services, and 3) standards and assessment. Each of these areas is clearly multifaceted and they are interconnected and overlapping.