Early childhood teachers play a key role in addressing the needs of young English Language Learners, and a vast body of research is dedicated to assessing best practices for teachers. However, less research addressing the role of policymakers, program directors and administrators is available. Although teachers can make a difference in the lives of children, their influence is often limited to their classrooms and many changes that need to take place at the policy or program level are beyond the teacher's control. Moreover, it is important for teachers to familiarize themselves with the best practices at the program and policy levels, as teachers can be instrumental in advocating, informing, and proposing changes at program and policy levels. They can also help dispel common myths and misconceptions regarding second language acquisition in young children.