Studies have shown differences in how parents respond to children's questions across diverse socioeconomic backgrounds. Differences in these interaction patterns have the potential to set the stage for a mismatch between children's approach to asking questions and behaviors privileged in formal school settings. In the current study, we explored question, response follow-up language interactions in socioeconomically diverse preschools. We compared interaction patterns across 20 preschool classrooms (10 low-SES; 10 mid-SES). Results indicated that children across both settings asked a similar proportion of information seeking questions. There were no differences in the number of explanatory responses children received, however, teachers from low-SES classrooms were significantly less likely to turn the question back than teachers serving children from mid-SES background — resulting in differences in children's follow-up. Children from low-SES classrooms were more likely to repeat their original question than any other type of follow up; whereas children from mid-SES classrooms were more likely to generate their own explanation. These findings have important implications for understanding how children across diverse preschool settings navigate the types of interactions they will likely be expected to engage in and learn from during formal schooling. (author abstract)