In the light of the global trend towards an ever-earlier start to foreign language learning, this paper summarises current knowledge on pre-primary provision for early language learning in Europe, highlighting the challenges of equitable provision for this non-compulsory education sector. The discussion draws on data evidence from the ELLiE study (2006-10) to propose that much remains still to be done in terms of quality provision even in those countries with a compulsory start age of six or seven years.