At-risk families cope with many issues simultaneously and are often overwhelmed. To assist families, early childhood professionals must offer community- and family-centered support through collaborations with social service providers and outreach professionals. Educational professionals working in high-needs schools must re-examine their funding policies, fiscal frameworks, protocols, and communication processes to better include community service providers. The school must serve as a resource and social network of care for families. From an administrative perspective, classroom teachers and program directors can collaborate in helping families and modeling ecological sensitivity. In eliciting input from families, teachers help families feel more included and valued, leading to greater interest in their children's education and increased cooperation. This article presents strategies that can broaden a program's understanding of families' needs and make strides in meeting these within the context of early childhood services. In adopting a more broad social service/family support model, early childhood programs ensure that families are better cared for.