In this qualitative study, I followed four urban early childhood teachers through their participation in a teacher education program designed to enhance their linguistically responsive teaching and into the first four months of the new school year. Using the concept of "take-up" presented by Buehler et al. (2009), I identified what the teachers "took-up" from the opportunities presented to them. The sociocultural concept of funds of knowledge was used to frame the present study and to ensure that I analyzed each teacher's work with the understanding that individuals bring to each learning moment unique knowledge and knowhow that impacts learning and practice. Findings are presented as four themes. Take-up of linguistically responsive teaching (1) manifested as a commitment to giving prominence to home languages, (2) involved personal introspection, (3) manifested as an understanding and incorporation of home language as a learning resource, (4) and evolved over time into community sense-making.