The purpose of this paper is to examine the benefits of early childhood education (ECE) for children whose proficiency in English is limited. Specifically, the paper (1) defines the basic characteristics of limited English proficient (LEP) children; (2) discusses educational risk factors and preschool enrollments of LEP children; (3) presents the rationale for beginning English language acquisition in early childhood; (4) describes the effectiveness of special language preschool programs; and (5) specifies the components of a quality preschool program for LEP children. The discussion primarily concerns children between the ages of 3 and 5 years and is based on statistical information on demographic characteristics obtained from the following sources: the 1980 U.S. Census; enrollment statistics from the 1984 State Board of Education Bilingual Census; a review of the research on ECE programs providing special language assistance; consultation with nationally known early childhood educators, as well as directors and instructors of school-based programs; and a June, 1985 survey of state and federally funded pre-kindergarten bilingual programs in Illinois public schools. The purpose of the survey was to obtain information on number and ages of children served, program duration, screening and assessment, program goals and instruction, program outcomes and transition, parent involvement, program staff, and support services. The survey questionnaire is reproduced in Appendix A and the three federally funded and seven state-funded pre-kindergarten bilingual programs operating in Illinois are listed in Appendix B. A reference list is also provided. (RH)