Student speech clinicians adhered to very rigid schedules in order to service a wide variety of clients and gain a range of experiences in many settings. As a result, it was often difficult for adequate communication to take place between the student diagnostic speech clinician and the parents of the 10 preschool children enrolled in the speech program at the Kutztown State College Early Learning Center (Pennsylvania). A review of the literature indicated that parent/staff communication was an important influence on children's development. Therefore, a practicum was designed to address the problem. It was proposed that parents, as a result of informational training from the clinician, would assume a more prominent role in their child's therapy. Additionally, meaningful communication between parents and clinicians would be increased. To attain these objectives a two-phase series of four, one-hour monthly luncheon meetings and a monthly newsletter system was instituted. The newsletter supplemented the meetings and relayed information to those parents unable to attend meetings. Pre- and post-evaluation questionnaires were constructed and administered to parents to ascertain whether they had assumed a more prominent role in their child's therapy. Results indicated that all goals of the practicum were attained. Participants unanimously recommended that the meetings and newsletter be continued. (RH)