Family engagement is considered to be a cornerstone of successful universal prekindergarten (PreK) implementation. Using data from interviews with mothers, this study investigates the different ways families are engaged in their child's PreK experience. Multiple themes emerged from the interviews, including: family engagement, parents' knowledge about what their child is learning, learning through play, and parental goals for their PreK children (e.g., reading, writing, counting). Findings revealed mothers' understandings and definitions of "family engagement" varied. Some mothers considered taking their children to school as a form of family engagement, while others believed actively being in their children's classroom and helping the teacher was parental involvement. Still others defined it as spending quality time with their children at home. Mothers who were not engaged in these activities described different barriers contributing to the lack of engagement. The aim of this study is to help school leaders and teachers develop better understandings of family members' perspectives and experiences around family engagement. The goal of this work is to foster reciprocal partnerships between teachers, school personnel, and family members to increase the potential for families to feel included in their children's early educational experiences.