Many early intervention programs have been shaped by the notion that children's development should be studied in the contexts offamily and community. Reciprocal parent-child interaction is a key feature ofchild development in those contexts. Parent involvement, parental self efficacy and parenting style are factors that influence parent-child interactions and contribute to early development, the transition to school, andfuture child outcomes. This study examined parent factors and teacher strategies to foster parent involvement and efficacy in a unique Canadian preschool intervention program in the Greater Toronto area. ESL (n = 64) and English-speaking (n = 59) parent groups, who participated in school-based Parenting and Readiness Center programs with their 4-year olds, were compared on goals for participation, parenting style, feelings ofself efficacy as a result ofprogram participation and on their perceptions ofteachers as model. Overall findings suggest that parents who perceive themselves as more effective are more involved in their children's education at the pre-school level. Teacher strategies are described as a key feature in facilitating parent involvement and parental selfefficacy.