This study examined parent-teacher interactions during a photo-sharing project at three early childhood centers that serve as clinical sites for early childhood preservice teachers. Families were provided with a digital camera for one week to document activities they used to support children's early learning and development. Families then participated in an interview with their child's teacher to share and discuss the meaning behind the images. Upon completion, teachers participated in a follow-up interview with the researchers to reflect on the process and their relationships with families. Data were thematically analyzed through the theoretical lens of cultural capital, and findings suggested that previously established power dynamics and assumptions about families interfered with the photo-sharing process aimed at enhancing home-school relationships. Families at a higher-income center possessed the most power in relationships, while families enrolled at lower-income centers possessed less power. Implications for early childhood professionals are discussed, specifically related to addressing biases in home-school relationships and adequately preparing preservice teachers to work with a diverse range of families in equitable ways.