Early intervention and early childhood special education (EI/ECSE) for young children with known or suspected disabilities have explicit definitions and goals as explained in the Individuals with Disabilities Education Act (IDEA) and the DEC Recommended Practices in Early Intervention/Early Childhood Special Education (2014). However, cultural approaches to early childhood intervention and education have been loosely defined. When discussing culture, professionals often use different terms for the same concept or the same term for different constructs. The purpose of this article is to define intercultural education as it relates to working with families of young children in EI/ECSE. Issues concerning intercultural education with young children and their families also are considered. Suggestions are proposed for how intercultural education can transform and enhance current practices, within a transdisciplinary framework. Finally, suggestions are made for further exploration and research on how intercultural education can be applied to transdisciplinary EI/ECSE.