This qualitative study evaluated the belief systems and professional practice of program graduates of an early childhood special education teacher preparation program regarding collaboration with families of children with disabilities. Eleven graduates were interviewed over the course of a school year to identify perceived challenges to their implementation of family-centered practices on the job. Results revealed that (a) underpreparation, (b) attitudinal barriers, (c) workload issues, and (d) language and cultural differences inhibited teachers' collaboration with families of children with disabilities. Implications concerning the role and challenges of teacher preparation and the importance of job design for early childhood teachers are addressed. (Contains 1 table.)