Conflicts between children, a universal phenomenon across cultures, present unique opportunities for developing executive function (EF) skills, such as problem solving and exercising self-regulation. EF, primarily associated with a set of cognitive skills or processes that includes planning, organizing, and regulating behavior, plays an integral role throughout our lives (Shallice et al., 1996). It is widely acknowledged that we do not possess EF skills at birth, yet nearly everyone can learn and improve these skills over time, and the preschool years represent a critical period of rapid EF development that lays the foundation for later outcomes (Center on the Developing Child, Harvard University, n.d.). While the expansion of EF in this phase comes with its own growing pains beginning at birth, early childhood educators are uniquely positioned to facilitate optimal EF learning experiences among children in general, and those from diverse backgrounds. Thus, to promote the development of EF, it is imperative that early childhood educators are equipped with strategies to address cultural and linguistic differences and strengths in children's acquisition and application of EF skills. At the core of this article, the authors aim to offer culturally-relevant considerations as teachers seek to foster vital EF skills in all children.