The purpose of this article is to explain the role of speech-language pathology in early intervention. The expected credentials of professionals in the field are described, and the current numbers of practitioners serving young children are identified. Several resource documents available from the American Speech-­Language Hearing Association are used to highlight guidelines for practice in early intervention. The roles and responsibilities of speech-language pathologists in early intervention are outlined including the knowledge and skills expected for practice. Shared practice competencies with other organizations focused on early intervention are presented. A case is made for interprofessional education (IPE) at both preservice and in­-service levels to facilitate best practice in early intervention across disciplines. While preservice education with a specialty focus in early intervention is limited, IPE is offered as one option for preparing collaborative practitioners who can share responsibility for addressing the critical needs of young children and their families.