Family-centered practice is accepted as best and effective practice by early childhood professional organizations including the National Association for the Education of Young Children, The Council for Exceptional Children's Division of Early Childhood, and The National Board of Professional Teaching Standards. The main objective of family-centered practice is the development of a reciprocal family partnership in order to provide effective early childhood services to young children and families. The literature reveals that there are issues in early childhood teacher preparation in terms of the level of emphasis on family-centered practice, the implementation of a standalone course versus infusion of family-centered content throughout coursework, and the linkage of coursework to practical experience. Teacher perceptions of families have a great deal of influence on the nature of relationships between teachers and families. This literature review illuminates the necessity for teacher preparation programs and school administration to regularly review programming to make certain that students and practicing teachers are adequately prepared to efficiently serve young children in the context of their families.