The United States is becoming increasingly diverse, so early childhood educators are often among the first to work with families whose primary languages are other than English. Many parents, guardians, and family members do speak English but not fluently enough to feel comfortable communicating with teachers or administrators. When educators and families do not speak the same language, their communications can be laced with cross-cultural misunderstandings. Early childhood programs and school systems can be more responsive to diversity by providing effective translation and interpretation services. It is essential that the role of the interpreter or translator be clearly defined to assure that both educators and families receive maximum benefit from these services. This article presents some strategies for improving communication with diverse families by using interpreters. (Contains 1 table.)