Executive function remains one of the most investigated variables in both cognitive science and education given its high correlation with numerous academic outcomes. Differences appear in executive function skills between children from higher socioeconomic and lower socioeconomic homes and children from different racial/ethnic backgrounds, with children from under resourced and minoritized communities demonstrating poorer performance relative to their peers with more resources. However, many accounts associate these differences with poor home/community values, imply inherent deficits in children from these communities, and imply a need to target these communities through executive function training. In this talk, I outline commonly held beliefs about these differences and offer strengths-based counternarratives that might be explaining these differences. Using a strength-based approach, I will also offer next steps for the field, and end by providing an example where my colleagues and I tested measurement invariance for the Dimension Change Cart Sorting (DCCS) Task across three ethnic/racial groups: White, Black, Latine, and Asian, using the Early Childhood Longitudinal Study- Kindergarten dataset.