This study explored early grades teachers' professed beliefs about mathematics, language, and Emergent Bilinguals (EBs). The research question was: what are early grades teachers' professed beliefs about mathematics, language, student thinking, students' out-of-school experiences, and students' home and everyday language practices, in particular for EBs? The teachers in this study displayed varying degrees of asset-based responses (74%-100%) to the survey and discussed beliefs related to 1) students' backgrounds and experiences, 2) students' everyday and home languages, 3) mathematics vocabulary, and 4) supporting EBs. During interviews, teachers described their beliefs about students' assets (experiences and home/everyday language) in ways that aligned with 1) allowing students' assets in the classroom or 2) drawing on students' assets to support mathematics learning. [For the complete proceedings, see ED657822.]