The present study examined teacher attitudes, teacher preparation/training, teacher experience, and school support and their relationship to reported family involvement behaviors, using the Epstein framework as a six part definition for family involvement. Participants included 283 teachers in 20 different special education preschool programs within the New York City area. Four measures were used, the FITS-P that measures reported teacher attitudes, the FITPQ that measures reported teacher family involvement behaviors, a questionnaire that measures reported teacher experience and teacher preparation/training, and the Program Self-Assessment and Quality Improvement Guide (Section 3) that measures reported school support for family involvement. A multilevel survey data set was collected from multiple teachers within multiple schools. Correlational analyses were conducted to assess the direction and strength of variable relationships among three predictors: years of teaching experience, teacher preparation/training, and teacher attitudes. The data were also analyzed using hierarchical linear modeling (HLM). This was conducted in order to determine if teacher attitudes, teacher preparation/training, years of teaching experience impact teacher family involvement behavior differently across schools. Further, it was investigated whether degree of school support contributes to this difference across schools. In general, the hypotheses in this study were supported by the results and provide preschool educators with valuable information to help develop strategies, identify facilitators and obstacles, and improve the working partnership between schools and families, with a goal of increasing family involvement. One of the clearest findings was that teacher attitude was predictive of reported teacher family involvement behaviors. Teachers who exhibited more positive family involvement attitudes actually reported using more family involvement practices in their classrooms. A second finding was that only one of the three types of teacher preparation/training, in-service training, was predictive of reported teacher family involvement behaviors. Also, teachers who had taken a course primarily focused on family involvement in their pre-service training had more positive reported attitudes towards family involvement. Teachers who reported not attending a course dedicated to family involvement but rather had family involvement integrated or embedded throughout a number of courses reported fewer or less frequent family involvement behaviors. Teacher experience was negatively related to teacher attitude towards family involvement; however, it was not deemed a predictor of teacher family involvement behaviors. In this study, the degree of school support as measured by the SED/VESID was positively correlated and significantly predictive of reported teacher family involvement behaviors. In this study, principals who reported to offer more administrative support for family involvement in their schools did have teachers who reportedly offered more positive attitudes and applied more family involvement practices in their classrooms. Implications of these findings are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]