The Race to The Top-Early Learning Challenge (RTT-ELC) is designed to improve the quality of early learning and development and close the achievement gap for children with high needs. The Departments of Education and Health and Human Services define high needs to include children who are English learners, often referred to as English Language Learners (ELLs) or Dual Language Learners (DLLs). The Early Learning Challenge is an opportunity for states to direct their attention to the needs of this group of children who are often overlooked in policy conversations. The challenge for states in addressing the needs of ELLs in the Early Learning Challenge rests on gaps in research on the most effective early education practices for young ELLs and the current state of early care and education standards and policies related to ELLs. Still, strategies for how to most effectively reach and serve ELLs in quality early education exist and can be implemented. This paper presents strategies for creating and implementing a high quality RTT-ELC plan that includes ELLs by addressing the following topics: (1) Data on ELLs; (2) Developmentally, Linguistically and Culturally Appropriate Standards; (3) Appropriate Assessments for ELLs; (4) Professional Development and Workforce Competencies and Knowledge for Working with ELLs; and (5) Access to High Quality Programs for ELLs. (Contains 12 endnotes.)