Prior to the Individuals with Disabilities Education Act (1990), services for a child with special needs were limited in the typical preschool setting. Traditional early intervention approaches often relied on a normative assessment perspective that focused on the attainment of typical developmental milestones and tended to emphasize the concept of disability. Service providers acted from the independent viewpoints of their respective disciplines, prescribing interventions to families rather than working in collaboration with them. However, with the advent of family-centered practices, the focus of service provision shifted from a deficit-based to a strengths-based approach, with family-professional collaboration as a cornerstone. Atkins-Burnett and Allen-Meares (2000) suggest that another shift is occurring, with this one focused on the relationship aspects of intervention. The authors specifically call on social workers to help professionals from other disciplines understand the primacy of relationship-based approaches by providing their perspective on child mental health needs. The purpose of this article, therefore, is to describe an infant mental health (IMH) relationship-based approach to intervention that is based on the first author's observations and experience in a preschool setting. Kirk, a three-year-old boy with self-regulation issues, is the central figure in this narrative description. (Contains 2 tables.)