The study included children from four home language backgrounds: Spanish, Cantonese, Mandarin, and Vietnamese. We first briefly describe the characteristics of the study sample and then turn to findings from correlational analyses examining the relationships between DLLs’ experiences in early learning and care programs and their performance on measures of general development, English language development, and for children whose home language was Spanish, home language development. Overall, we found that more language input, teacher language resources, and strategies to support language development and learning were associated with more advanced linguistic knowledge and skills among the youngest DLLs. (author abstract)