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In what ways do EC professionals’ program processes, teaching practices, and individual positionalities influence their decisions to refer and meaningfully include young diverse children in NYC? This study will examine the role of program ecologies in supporting early childhood professionals’ 1) equitable referrals to preschool special education, and 2) their use of high-quality inclusive practices. We characterize the preschool ecology as process, people and positionalities, and practices: 1) What processes are preschool programs using to support equitable referrals of minority children to special education; 2) Who are the people involved in supporting, implementing, and participating in these processes and what are their beliefs and experiences (e.g., positionalities); and 3) What practices are being used to engage diverse families and support their children in early childhood programs in meaningful ways? Project results will be shared through case studies that highlight strengths and areas for improvement. Results will be used to: 1) identify policy levers that will support EC professionals’ equitable referral of young diverse children to preschool special education; 2) generate strategies to engage diverse families in the referral and evaluation process; 3) and enhance early childhood professionals’ use of high-quality inclusive practices (e.g., universal, differentiation, individualization strategies) to support children, at a minimum, of diverse racial and ethical backgrounds, dual language and multilingual learners, as well as those with special education classifications across preschool settings in NYC.