Children who have more opportunities to engage in discourse that reflects the use of inferential language have better outcomes than children who have limited exposure to the use of inferential language. Many interventions that aim to improve children's language and comprehension however continue to focus more on literal language. Many language interventions fail to focus on fostering both literal and inferential language skills. This is unfortunate as children with language impairments and other developmental disabilities often have significant problems with inferential language. The purpose of this article is to help early childhood special educators to understand the importance of using inferential language to support all young children's language development. The authors do this by summarizing the research literature regarding the importance of inferential language, describing the limited number of opportunities usually available in preschool classrooms (including preschool classrooms that serve young children with disabilities), and providing a framework for different levels of questioning that educators can use to increase young children's use of inferential language.