Developing a cultural formulation during a diagnostic assessment with a young child is the foundation for work with diverse families. It requires critical reflection on the part of the clinician about the socio-cultural, historical, and political influences and consequently aspects of privilege and oppression in their own lives and professional practice, as well as on the impact of structural inequities in the lives of the families with whom they work. This article explores the origins and importance of the DC:0-5 Cultural Formulation for Use with Infants and Toddlers Table and its potential to be used as a tool to support the clinician's ongoing commitment and accountability to engage in critical self-exploration and diversity-informed practice. The authors consider implications for practice and policy, and provide reflective questions to deepen one's use of the Cultural Formulation in "DC:0-5[TM]: Diagnostic Classification of Mental Health and Developmental Disorders in Infancy and Early Childhood."