Introduction W hat is it like to have twins?” As I prepared to answer this question, I scanned the eighty or so college students assembled in the lecture hall. The question was very familiar, asked innumerable times during the semes- ters I taught child and human development courses. Would this student, this semester, want a professional response? Or was the student seeking a reply with personal insight? Even now, I think about my responses. Most were simple, and all elic- ited more inquiry because I couldn’t really answer the question. Students rarely missed responding to me with, “But why not? You’re a mother of twins.” While I confidently taught the courses, I was unable at that time to answer with enough substantiated resources and information. My bachelor’s degree in child development and master’s degree in human development and early childhood education had not included training about twins. Throughout my years teaching preschoolers in Head Start, publicly funded preschools, and a university laboratory school, none of the children who were enrolled were twins. My own experience as a mother of twins provided only one example of a set of twins, in one fam- ily, in one community, in one less-than-objective environment. The college students remained curious about twins. They wanted to know about twin language, whether twins were always friends with each other, and which teaching methods would be most appropriate for twins. I realized that students intuitively recognized that twins might have par- ticular needs. Twins as a topic most often is addressed very briefly in child development textbooks. Generally, they are mentioned in a paragraph or two about con- ception. Teacher preparatory coursework and related instructional material, 1 Twins_4th pages.indd 1 4/24/10 2:29:43 PM