In recent years, researchers and practitioners have become increasingly interested in father/male involvement in early childhood programs. However, few empirical studies have examined early childhood educators' efforts to involve fathers in such programs. The purpose of the present investigation was to assess early childhood educators' efforts to involve fathers and to determine which efforts lead to greater success at overall father involvement. Surveys were completed by 213 early childhood educators attending regional training events. Findings demonstrate that efforts are being made in a number of areas to increase father involvement. Multiple regression analysis revealed that three factors significantly accounted for early childhood educators' success at involving fathers: (1) including the father's name on the enrollment form, (2) sending written correspondence to fathers even if they live apart from their children, and (3) inviting fathers to the center to participate in educational activities with their children. (Author)