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Abstract
According to the United Nations High Commission for Refugees, the number of refugees worldwide was 10.5 million in 2009 and this number continues to grow (United Nations Refugee Agency, Citation2010). There is a shortage of evidence based practices and information regarding the state of service provision for young refugee children and their families in preschool programs. In this qualitative study, 25 early childhood educators participated in semi-structured interviews to illuminate the experiences of teachers as they work with preschool children and families in a small New England refugee resettlement community. Themes identified were barriers and facilitators related to two main categories of communication issues and cultural complexities. Implications for future research, teacher preparation programs, professional development and early childhood programs are discussed.