This exploratory study investigated preservice teachers' attitudes toward parental involvement in an attempt to identify a source of or solution to the relatively low rates of parental involvement in formal preschool learning environments. Subjects were 271 undergraduate, early childhood teacher education majors. Demographic data supplemented measures of subjects' general attitudes toward parental involvement, perceptions of the impact of different types of parents, and attitudes toward five forms of parental involvement outlined by J. L. Epstein (1987): (1) basic obligations of parents, such as the building of positive home environments; (2) basic obligations of schools, such as communication with parents; (3) parent involvement at school, i.e., volunteer work in classrooms; (4) parent involvement in learning activities at home; and (5) parent involvement in governance and advocacy. Analyses indicated that although subjects held positive attitudes towards the five forms of parental involvement, they perceived themselves to be unprepared for implementing parental involvement strategies. Subjects with student teaching field experiences held significantly more positive attitudes than those without field experiences. Results are discussed in terms of implications for teacher education programs. (Author/RH)