Paternal involvement is an integral part of each child's development and has been linked with positive child outcomes, including greater empathy, stronger self regulatory behaviors, better coping abilities, and higher cognitive ability. Children with engaged fathers are more likely to be socially competent and thus better able to establish healthy peer relationships (U.S. Department of Health & Human Services, Administration for Children and Families, Office of Family Assistance, 2013). Historically, however fathers of children with disabilities have been excluded from conversations, planning sessions, and activities related to their children. This article seeks to remedy some of the uncertainty in meaningfully including fathers and father figures in early intervention (EI) and early childhood special education (ECSE) programs by offering practical guidance for practitioners. Using the Division for Early Childhood (DEC) Recommended "Family" Practices as a guiding framework (Division for Early Childhood of the Council for Exceptional Children, 2014), practitioners can develop a deeper understanding of common barriers to involvement and will learn to implement programmatic changes that may encourage father involvement. When fathers are actively involved in their children's education, children perform better in school and are less likely to develop behavioral difficulties; this is true even when fathers do not share a home with their children (National Responsible Fatherhood Clearinghouse). To expand upon DEC's Recommended Practices and better define the practice of father involvement, three key strategies are proposed. These include presuming the involvement of fathers and father figures (1. Family-Centered Practices), considering barriers that minimize or altogether prevent father involvement (2. Family CapacityBuilding), and ascertaining fathers' communication preferences (3. Family and Professional Collaboration). Taking steps to invite fathers and father figures to participate in school activities strengthens the home--school connections and builds a greater circle of caregivers, which in turn creates a more nurturing environment for young children with special needs.