<p>This qualitative study explores the experiences of early childhood educators and teachers as they encounter echolalia in professional practice. Echolalia, commonly defined as the repetition of heard language, appears in both typical language development and as a feature of neurodevelopmental difference. While previous research has explored echolalia through clinical or parental lenses, there is limited insight into how it is experienced by professionals in early childhood settings. Semi-structured interviews were conducted with 63 early childhood professionals working across Australia. Data analysis occurred through a reflexive thematic approach, with three overarching themes identified. First, professionals reported difficulty in discerning whether a child’s repeated language was a typical stage of language development or an indicator of echolalia. Second, regardless of its nature, professionals responded to all language, interaction, and communicative attempts. Third, participants expressed concern about misidentifying echolalia. Together, these findings reveal an ‘ambiguity of practice’, which is that there are moments in practice where early childhood teachers and educators are unsure about what they are observing and what they should do in response. This study highlights the need for greater professional guidance and research at the intersection of early language development and echolalia. Findings carry implications for speech and language collaboration, professional teaching practice and training, and neuro-affirming inclusive education.</p>