This study sought to learn more about preschool teachers’ self-reported classroom practices related to DLLs and how such practices might be linked to their language ideologies. This study further investigated whether any differences existed between teachers’ classroom practices and language ideologies based on self-reported skills in their students’ home language. Key insights from this study include evidence of: (1) links between classroom practice and teachers’ language ideologies; (2) variation in beliefs and practices based on teachers’ own language skills; and (3) teachers’ use of children’s home language primarily for social connection rather than instructional purposes. The findings have implications for the early childhood workforce, both with respect to in-service teacher professional development and for pre-service teacher preparation programs. (author abstract)