This paper deliverss theoretical and empirical research related to the role of picturebooks in early foreign language learning. The first part of the paper focuses on two areas: the role of picturebooks in early age, and within early foreign language learning. It is based on a review of literature related to children's reading competence, the creation of a reading culture and stimulating environment, children's reception of picturebooks, criteria for selection, and theoretical approaches to picturebooks. The section on early foreign language learning reviews theories of acquisition as well as contemporary methods, with a special focus on the role of picturebooks in language acquisition. A detailed review of recent literature also highlights contemporary research conducted on this topic. The second part of the paper describes a mixedmethod empirical study related to the use of picturebooks and its importance for developing children's competencies in a foreign language, as well as educators' competencies in working with picturebooks in this context. The research was conducted on a sample of 150 educators in classes implementing early foreign language learning programs. The primary aim of the research was to determine the frequency of picturebook use with respect to the level of education, work experience in the field, and the language being taught, as well as the attitudes of educators regarding the importance of using picturebooks in early foreign language learning. The secondary aim was to conduct qualitative research through focus group work to learn more about practitioners' experiences. The research results showed that educators with a completed undergraduate degree use picturebooks more frequently than those with a graduate degree. It was shown that there is no difference in the frequency of picturebook use between educators with more work experience or between groups that teach English compared to other foreign languages. Furthermore, it was found that picturebooks are often used, most commonly narrative ones, and that educators carefully select stimuli, for which they consider themselves competent. However, they recognize the need for continuous professional development on this topic even after completing formal education. Educators highly value the benefits of using picturebooks, especially the way they support vocabulary and language structure acquisition through their visual code. The focus group further deepened the insights into educators' reflections, and the most significant findings were shaped into Guidelines for the Use of Picturebooks in Early Foreign Language Learning to benefit less experienced educators.