The United States is becoming a more culturally and linguistically diverse nation. This is especially true when we look at the youngest generation of learners. This growing diversity increases the need to accurately identify young children as dual language learners (DLLs) prior to kindergarten. Ensuring educators have a strong understanding of their students' skills helps guarantee their early learning programs are able to build on students' strengths and address their needs. This timely brief addresses the questions: How are states identifying and assessing young DLLs? What policies and practices are in place? What assessment measures are appropriate and effective? It examines state policies requiring the identification of DLLs in Pre-K reviews current practices in home language surveys and language proficiency assessments.