Despite longstanding attempts to intervene in their early social and academic development, Latino students' traditionally low achievement levels have not improved over time. Many believe success has been impacted by limited preschool participation as fewer than half of eligible Latino preschoolers are enrolled and actively benefitting from available early childhood programs. This study explored commonly held reasons for limited early childhood attendance through use of qualitative and quantitative research methods. Findings suggest parents have an interest and even a willingness to involve their children in early learning programming. However, perceptions shared by educators who participated in the study may not align with this. The information presented in this article stands to shed a new light on the relationship between parents and educators including those responsible for the decisions surrounding early intervention programming. Ultimately, findings suggest school leaders and policy makers very likely need to look past old assumptions in order to establish new pathways more capable of maximizing Latino participation in early learning programs.