Young children birth to 6-years of age and their families were each studied for 6 months to identify the everyday family and community activities that were sources of informal everyday learning opportunities. The participants included 115 children with identified disabilities or developmental delays and 91 children without disabilities or delays. Including children with and without disabilities or delays permitted an assessment of similarities and differences in patterns of participation in everyday activities. The investigation was conducted at 14 research sites in eight states to insure geographic, economic, racial, and ethnic diversity. This involved in-vivo observations, interviews of the children's parents or other primary caregivers, collection of artifactual evidence, and other sources of information to identify the make-up of each child's everyday learning opportunities. Results showed that both groups of children routinely participated in the same number of everyday family and community activities. The family activities afforded both groups of children the same number of learning opportunities. Children without disabilities or delays were afforded more learning opportunities in community activities compared to children with disabilities or delays. Descriptive analysis of the learning opportunities found that the children participated in a variety of informal environmental learning activities involving nature, animals, insects and bugs, water, plants, natural play structures, and soil (sand, dirt, etc.) in different learning places (forests, meadows, parks, playgrounds, etc.). Implications for practice are described.