It is always exciting when one sees a student begin to progress and learn new skills. However, it can be disconcerting when the family has a different experience. Likewise, a family may be having positive experiences at home, whereas the child is struggling with the new structure and routines that come with the classroom setting. To truly support a young child's development, a teacher needs to be supported with a full team that includes the child's family as equal and active partners. Unfortunately, collaboration between teachers and parents can often be more limited to strategies representing parents as the recipients of information, such as daily or weekly progress notes, as opposed to more advanced strategies that represent parents as decision makers and resources in the elaboration of learning. Although there is general consensus on the positive impact of developing collaborative partnerships between the home and school, current practices and beliefs in collaboration remain varied. Nonetheless, intervention is likely to be more effective when parents and teachers work collaboratively to support the child across settings. As young children transition into the school system, the focus of intervention often changes from being home-based and family-centered to school-based and child-focused. Collaborative planning for activity-based intervention across settings can provide a bridge between the school and home.