Parental satisfaction of, and involvement, in early intervention programs is important for child success and promotes resilience in parents and children (Fantuzzo et al., 2006). Early intervention programs and parental involvement are especially significant for children with exceptionalities (Bradshaw, 2013; Dawson et al., 2010, Gerber et al., 2011; Robertson et al., 1999). This study investigated parents’ satisfaction and involvement with their child’s early intervention program. Specifically, the differences between parental characteristics and satisfaction levels was examined, as well as parents’ perceptions of the factors that helped and challenged their involvement was explored using resiliency theory. Parents/primary caregivers (n = 100) of students who were 3 to 6 years old and in daycare, prekindergarten, or kindergarten completed an adapted version of the Parent Satisfaction Educational Experiences Scale (Fantuzzo et al., 2006) and responded to a series of open-ended questions related to the factors limiting or helping their involvement. No significant differences were found in satisfaction or involvement when looking at the child’s age, parent’s age, and the parent’s highest educational level. Thematic analyses of parents’ responses to posed open-ended question found that while many parents had positive experiences with the teacher and their child’s program, some parents reported lack of communication with the teacher and personal factors as negatively affecting their involvement. This research provides an initial exploration of what parents value and how their involvement affects their perception of their child’s program. This provides initial feedback on how educators and policy makers can improve programming, communication, and increase parental involvement which may positively influence parental satisfaction. Further research is needed to explore the dynamic parent-teacher relationship and how parents’ involvement fits into their child’s early intervention program
