Educators are encouraged to form a collaborative partnership with the family as a way to learn about who the child is, work together to provide positive outcomes for the child, and to promote the capacity of the family to make decisions that work best for their child and the entire family. Though home visits are not explicitly stated as an avenue to form this relationship, visiting a family in their home provides a space where they are comfortable and "have the high ground," so to speak, as well as being more flexible for families that may have scheduling challenges. As educators, professional standards encourage the use of home visits, and an increase in enthusiasm for the provision and quality of home-visits is rising (Hughes-Belding et al., 2019), understanding approaches to providing home-based visits is pertinent to the professional development of the field. In this article, the authors discuss the importance of home visits, particularly for professionals working with children under the age of five and their families, and ways to use supports such as the routine-based interview (McWilliam, Casey, & Sims, 2009) and reciprocal approach (Woods & Lindeman, 2008).