The purpose of this research was to explore the perceptions of non-Arab preschool teachers' experiences in assessing Arabic-English dual language learners (DLLs) in classrooms using a well-established, teacher scored authentic assessment of early childhood holistic development. Moreover, this study explored parents' experiences by discussing these assessments and their perceptions of their role in supporting their child's development. Qualitative interviews were used to collect data from non-Arab teachers and Arab parents to gain a deeper understanding of how teachers assess their Arab preschoolers, what helpful practices they use, and what challenges they face, as well as Arab parents' perceptions of their children's development. A total of 16 participants were interviewed, including eight non-Arab preschool teachers and eight Arab parents, from five schools located in different cities across Michigan in the United States. A grounded theory approach was used to analyze the data and generate main themes to address the research questions. Findings indicated that non-Arab preschool teachers face challenges in assessing Arabic-English DLLs. The main challenge was understanding what the child is trying to say when he/she uses Arabic words in his/her answer. The second main challenge was teachers' not recognizing structural differences in Arabic and English, such as writing direction, which could lead to inaccurate assessment scoring. Successful practices that preschool teachers used to raise the level of accuracy of the child's scores, included multiple observations, different forms of communication, like nonverbal communication, learning Arabic words themselves, and engaging families more. The present study points to the importance of teacher-parent communication and the importance of professional development for teachers on Arabic language and culture to help them better understand and engage with their Arab students. Future research may be a longitudinal study with a wider range of Arab nationalities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]