This study aimed to examine fathers’ involvement in a continuity of care setting as well as center staff strategies for promoting fathers’ involvement in early childhood education. Participants in this study included 15 fathers and 5 staff in a university-based preschool in Southern California (The San Diego State University Children’s Center). In order to gain a better understanding of how fathers are involved in their young children’s education, participants were asked to report their beliefs and practices regarding father involvement through a brief survey. Results indicated that 100% of participants (both fathers and staff) believe that it is important for fathers to be involved in their child’s early education. Participants identified four specific benefits: children are more likely to seek out both fathers and mothers for help when fathers are more involved, fathers play an important role in exposing children to different perspective, father involvement leads to stronger attachment bonds between fathers and their children, and fathers appreciate being able to be a role model for their children. Participants also identified three barriers that prevent fathers from being involved in early education: a restrictive work schedule, traditional societal expectations about the roles of mothers and fathers in children’s early education, and the impact of divorce on fathers’ ability to engage as often as they would like. Finally, participants shared multiple strategies to help early educators promote further father involvement in early education. Keywords: Early childhood, teacher, fathers’ involvement
