Teachers who have access to accurate information that strengthen their practices and dispels their misconceptions related to dual language learners (DLLs) may be better equipped to provide a quality preschool experience to DLLs in their classrooms. Twenty-three female teachers working in Head Start preschool centers serving DLLs were interviewed on their beliefs regarding DLLs, DLLs' language development, and appropriate instructional practices for DLLs. Six major themes emerged through summarizing the beliefs of the teachers using modified consensual qualitative analysis. These themes included: (1) definition of DLL; (2) value of DLLs' home culture and language; (3) ease of learning English; (4) primary classroom language; (5) home language use in the classroom; and, (6) language difference versus language delay or disorder. Implications and recommendations for professional development are discussed. (author abstract)