Özgen, ZelihaTORAN, MEHMET2019-05-142019-05-14201832148-2624https://hdl.handle.net/11413/4728One of the decisive elements of preschool education is the ability to conduct family involvement activities effectively. In this context, family involvement has a great importance in preschool education. With this in mind, the present research aims to examine teacher views on family involvement applied in preschool education institutions. This research was carried out using the phenomenological design pattern of qualitative research design. Snowboard sampling was used in the study group, and 19 women working in government and private kindergartens constituted the study group of preschool teachers in the research. Data from the study were collected using a semistructured interview technique and data were analysed using content analysis. As a result of the analysis of the data, three themes were identified as "awareness of family involvement ", "factors impeding family involvement " and "practices and strategies developed for family involvement ". As a result, it has been determined that preschool teachers are aware of family involvement, that family involvement and high benefit of the child are observed and that they have beliefs about the effect on the developmental and academic success of the child and that they have encountered obstacles in implementing family involvement and developed applications and strategies.en-USParental InvolvementTransitionPerceptionsPredictorsBarriersBeliefsContextEcologyWorkingSchoolArticle000455272200011455272200011