The number of Emergent Bilinguals (EBs) in U.S. schools increases each year, yet mainstream teachers remain predominantly white and monolingual and receive little training for teaching this population. Additionally, many states mandate harmful “English-only” policies that perpetuate the systemic institutional oppression of minorities. In contrast, translanguaging theory promotes linguistic inclusivity and calls for repositioning EBs as competent multilinugal users. Translanguaging pedagogy can promote more socially-just educational environments and opportunities for EBs. Drawing from critical theory and critical pedagogy, this multiple-case study aimed to understand early childhood teachers’ experiences and perceptions of implementing translanguaging pedagogy in writing.