The results presented in this brief provide a deeper look at Spanish language use in early learning and care classrooms and its potential benefits for preschool-aged DLLs from Spanish language backgrounds. We identified groups of classrooms with varying levels of Spanish and English language use and examined how outcomes varied across these classroom types for Spanish-language DLLs. We found that DLLs in classrooms with more Spanish use (i.e., those categorized as primarily Spanish and balanced classrooms) demonstrated better outcomes, on average, on Spanish language skills, non-language skills (e.g., executive functioning, social-emotional skills), and English oral comprehension. (author abstract)