The purpose of this special issue is to introduce ways in which the field of early childhood special education can use the Initial Practice-Based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators (EI/ECSE) (birth through age 8). In this article, the following applications are identified and guidance is provided in using the standards for: (1) educator preparation programs as they engage in curriculum development and accreditation; (2) states as they develop credentials for professionals engaged in early childhood education (ECE) and early childhood special education; (3) professional development and technical assistance providers as they identify and develop content to build the capacity of personnel; (4) practicing professionals as they engage in reflection on and engagement in continuous improvement of their practices; (5) families as they advocate for services and supports for their child and family; (6) other professionals/disciplines both at an individual and systems level as they consider how to improve practice with young children and their families; and (7) researchers as they development EI/ECSE research agendas to guide the field's understanding of effective practices. Before describing each of these applications, foundational information is provided on the term "standards" as used in early childhood education, to facilitate a shared understanding. A brief introduction to the EI/ECSE Standards is also presented.