The purpose of this study is to examine a preschool program with a high level of quality family involvement. Since family involvement during the early years has been linked to achievement and success in school, it is important to examine how such partnerships can be fostered in a meaningful way. The study employs an inductive qualitative approach, including observation and interviews. The integrated school-family partnerships existing at this suburban preschool are attributed to three main factors: the multidimensional nature of the relationships, a welcoming environment, and an effort to enhance parents' cognitions about school. This case study, which addresses contextual gaps in the parent involvement literature, could serve as a generative paradigm for facilitating meaningful school-family partnerships in preschool, which is an important part of a child's educational foundation.