There is a lag in participation in public pre-school programs by the nation’s fastest growing and yet most educationally challenged group–Hispanic children. In this March 2007 Policy Brief from the National Institute for Early Education Research (NIEER), the authors present information about the Hispanic population in the context of preschool education and discuss issues of access, program quality, and instructional challenges as they relate to addressing the needs of Hispanic families. Recommendations include making ELL status a factor considered for targeted programs, comparative analyses of targeted programs, and better reporting systems to ensure quality data for research on Hispanic children and early education policies.