Family members are a child's first and most important teachers. A growing body of research demonstrates that when families are actively engaged in their child's learning, children are better prepared for school and achieve at higher levels. Increased participation by families in pre-kindergarten programs has also been linked to greater academic motivation and stronger social and emotional skills among all young children, regardless of ethnic and socioeconomic background. Through engagement with pre-k, parents and other family members develop a sense of collaboration in the educational process that can endure throughout a child's life, increasing the chances that their children will succeed and providing crucial support for school reform. Embedding family engagement practices in pre-k standards requires strong policy, dedicated resources and effective governance. States should also leverage existing investments by aligning involvement activities across early learning and the elementary grades, collaborating with Head Start and partnering with public schools and nonprofit organizations. This report explores the ways family involvement enhances high-quality pre-k. It also recommends actions policy makers can take to ensure that state programs help families establish a firm foundation of engagement in their children's learning when it matters most--in the early years of life. Appended is a chart that provides additional information about policies governing family engagement in state-funded pre-k programs and family representation on state early childhood advisory councils. (Contains 3 maps, 3 footnotes and 41 endnotes.) [Additional funding for this paper was provided by Picower Foundation.]