This qualitative study evaluated the impact on program graduates of two personnel preparation projects founded on a family-centered preservice model and funded by the Office of Special Education Programs. Three cohorts totaling 22 participants were interviewed to (a) determine their attitudes and skill level in working with a diverse group of families and (b) identify pedagogical practices that reinforced the use of family-centered practices on the job. Results revealed that participants' perceptions were similar, indicating that confidence in utilizing family-centered practices was the result of the multiple opportunities their preservice program provided them to interact with families. Family involvement in content-based and field-based coursework, as well as parent-members in the cohorts, positively affected utilization of family-centered practices in their careers.