This article describes and reports initial findings from the National Science Foundation-funded engaged second language research project "Expanding Repertoires of Practice: Improving Informal Science Learning Experiences for Preschool Dual Language Learners." The project explores the intersection of informal science and early childhood educational (ECE) contexts and their approaches to advancing science learning and addressing linguistic diversity, particularly under superdiverse conditions. In this article we provide an overview of the three-part project and then focus on the exploratory study, which examines the perspectives and experiences of informal science and ECE educators and the various bi/multilingual families they serve across contexts. We present interview/focus group data as well as interactional data from the Central Ohio Science Center. While many approaches in informal science and ECE contexts support bi/multilingual families and their children, several opportunities remain to bridge various gaps among these populations. Further exploration of the issues and opportunities through engaged second language research will expand and deepen our understanding of early science and language learning processes and improve programs and practices to better serve and support dual language learners and their families.