Early childhood special educators often use a family-based approach to working with children and their families (Cook, Klein, Tessier, & Daley, 2004; Raver, 2004). Although this approach is not new, it is used inconsistently and is misunderstood by many early childhood teachers. Part of the difficulty stems from the discipline-specific training of individual team members. Teaming, as recommended by the Individuals With Disabilities Education Act (IDEA) (1997) and DEC Recommended Practices in Early Intervention/Early Childhood Special Education (Sandall, McLean, & Smith, 2000), combines the skills and knowledge of an early childhood special education teacher, a general education early childhood teacher, a school psychologist, a speech-language pathologist, a physical therapist, and at times, a social worker. Usually, children with special needs attending inclusive preschool programs receive consultative or direct services from one of more members of this team. Making a family-based approach better understood, however, will benefit teachers, children, and families. This article discusses some of the key components of this approach so that early childhood teachers will become more proficient in infusing these practices into their programs.