COVID-19 restrictions presented opportunities and challenges for participation in early childhood education and care (ECEC) programmes for newly arrived refugee families. This chapter explores newly arrived refugee mothers and ECEC teachers’ perspectives on, and experiences of, online and face-to-face ECEC programmes. Data are drawn from interviews and focus groups with refugee mothers and ECEC teachers from three urban settings in Melbourne, Australia, during the COVID-19 pandemic. The study found that digital technologies provided access to online ECEC programmes such as playgroups and kindergarten programmes, which, at times, were supplemented with paper bags of resources and activities being dropped off at homes by EC teachers. EC teachers reported that they developed stronger relationships with refugee families through these types of programmes as they led to more regular and richer engagement with families compared to face-to-face. Refugee mothers discussed how their young children enjoyed and looked forward to online ECEC programmes during periods of COVID restrictions. Yet, these refugee mothers suggested that they prefer face-to-face ECEC programmes so children have less screen time and interact with other children in person. These refugee mothers also advised that face-to-face ECEC programmes are more supportive for themselves. Further research is needed to enhance our understanding of online early childhood education and care for refugee communities and how digital technologies can be used to support relationship building and digital empowerment.